Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time?
© 2018 by the authors. Licensee MDPI, Basel, Switzerland. Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children’s standing and sitting time at school, sedentary and physical...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
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Molecular Diversity Preservation International (MDPI)
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/72310 |
| _version_ | 1848762716069560320 |
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| author | Ee, Jolyn Parry, Sharon de Oliveira, Beatriz McVeigh, Joanne Howie, Erin Straker, Leon |
| author_facet | Ee, Jolyn Parry, Sharon de Oliveira, Beatriz McVeigh, Joanne Howie, Erin Straker, Leon |
| author_sort | Ee, Jolyn |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2018 by the authors. Licensee MDPI, Basel, Switzerland. Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children’s standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and musculoskeletal discomfort. A within-subjects crossover study design was used. Participants used either a standing desk or traditional seated desk for 21 days before swapping desks for another 21 days. Accelerometry and musculoskeletal discomfort data were collected during the last seven days of each 21-day period. Mixed models were used to analyse accelerometry data. Zero-inflated regression models and logistic regression models were used to analyse discomfort data. Forty-seven male students (aged 10–11 years) participated in the study. Standing time was 21 min/school day higher (p < 0.001) and sitting time was 24 min/school day lower (p = 0.003) when standing desks were used. No significant differences were found in sedentary and physical activity time during waking hours between the standing desk and seated desk conditions. Students were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52–0.74). Standing desks significantly increased classroom standing time and decreased musculoskeletal discomfort reports but had no overall effect on daily physical activity levels. Schools should consider moving towards classrooms enabling a variety of postures to potentially improve the long-term health of children. |
| first_indexed | 2025-11-14T10:51:59Z |
| format | Journal Article |
| id | curtin-20.500.11937-72310 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:51:59Z |
| publishDate | 2018 |
| publisher | Molecular Diversity Preservation International (MDPI) |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-723102021-01-05T08:07:07Z Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? Ee, Jolyn Parry, Sharon de Oliveira, Beatriz McVeigh, Joanne Howie, Erin Straker, Leon © 2018 by the authors. Licensee MDPI, Basel, Switzerland. Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children’s standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and musculoskeletal discomfort. A within-subjects crossover study design was used. Participants used either a standing desk or traditional seated desk for 21 days before swapping desks for another 21 days. Accelerometry and musculoskeletal discomfort data were collected during the last seven days of each 21-day period. Mixed models were used to analyse accelerometry data. Zero-inflated regression models and logistic regression models were used to analyse discomfort data. Forty-seven male students (aged 10–11 years) participated in the study. Standing time was 21 min/school day higher (p < 0.001) and sitting time was 24 min/school day lower (p = 0.003) when standing desks were used. No significant differences were found in sedentary and physical activity time during waking hours between the standing desk and seated desk conditions. Students were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52–0.74). Standing desks significantly increased classroom standing time and decreased musculoskeletal discomfort reports but had no overall effect on daily physical activity levels. Schools should consider moving towards classrooms enabling a variety of postures to potentially improve the long-term health of children. 2018 Journal Article http://hdl.handle.net/20.500.11937/72310 10.3390/ijerph15081668 http://creativecommons.org/licenses/by/4.0/ Molecular Diversity Preservation International (MDPI) fulltext |
| spellingShingle | Ee, Jolyn Parry, Sharon de Oliveira, Beatriz McVeigh, Joanne Howie, Erin Straker, Leon Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| title | Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| title_full | Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| title_fullStr | Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| title_full_unstemmed | Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| title_short | Does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| title_sort | does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time? |
| url | http://hdl.handle.net/20.500.11937/72310 |