Standing desks in a grade 4 classroom over the full school year
© 2019 by the authors. Licensee MDPI, Basel, Switzerland. School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the sh...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
2019
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/76970 |
| _version_ | 1848763794911657984 |
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| author | Parry, Sharon De Oliveira, Beatriz McVeigh, Joanne Ee, Joyln Jacques, Angela Straker, Leon |
| author_facet | Parry, Sharon De Oliveira, Beatriz McVeigh, Joanne Ee, Joyln Jacques, Angela Straker, Leon |
| author_sort | Parry, Sharon |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2019 by the authors. Licensee MDPI, Basel, Switzerland. School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17-26 min/school day) and a reduction in sitting time (17-40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off. |
| first_indexed | 2025-11-14T11:09:08Z |
| format | Journal Article |
| id | curtin-20.500.11937-76970 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | eng |
| last_indexed | 2025-11-14T11:09:08Z |
| publishDate | 2019 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-769702020-11-24T01:35:58Z Standing desks in a grade 4 classroom over the full school year Parry, Sharon De Oliveira, Beatriz McVeigh, Joanne Ee, Joyln Jacques, Angela Straker, Leon children musculoskeletal discomfort physical activity school sedentary behaviour standing desks © 2019 by the authors. Licensee MDPI, Basel, Switzerland. School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17-26 min/school day) and a reduction in sitting time (17-40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off. 2019 Journal Article http://hdl.handle.net/20.500.11937/76970 10.3390/ijerph16193590 eng http://creativecommons.org/licenses/by/4.0/ fulltext |
| spellingShingle | children musculoskeletal discomfort physical activity school sedentary behaviour standing desks Parry, Sharon De Oliveira, Beatriz McVeigh, Joanne Ee, Joyln Jacques, Angela Straker, Leon Standing desks in a grade 4 classroom over the full school year |
| title | Standing desks in a grade 4 classroom over the full school year |
| title_full | Standing desks in a grade 4 classroom over the full school year |
| title_fullStr | Standing desks in a grade 4 classroom over the full school year |
| title_full_unstemmed | Standing desks in a grade 4 classroom over the full school year |
| title_short | Standing desks in a grade 4 classroom over the full school year |
| title_sort | standing desks in a grade 4 classroom over the full school year |
| topic | children musculoskeletal discomfort physical activity school sedentary behaviour standing desks |
| url | http://hdl.handle.net/20.500.11937/76970 |