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http://bura.brunel.ac.uk/handle/2438/27719
Title: | Impacts of a standing desk intervention within an english primary school classroom: A pilot controlled trial |
Authors: | Sherry, AP Pearson, N Ridgers, ND Johnson, W Barber, SE Bingham, DD Nagy, LC Clemes, SA |
Keywords: | sitting time;standing desks;sit–stand desk;children;primary school;classroom interventions;physical activity |
Issue Date: | 26-Sep-2020 |
Publisher: | MDPI |
Citation: | Sherry, A.P. et al. (2020) 'Impacts of a standing desk intervention within an english primary school classroom: A pilot controlled trial', International Journal of Environmental Research and Public Health, 17 (19), 7048, pp. 1 - 19. doi: 10.3390/ijerph17197048. |
Abstract: | Copyright © 2020 by the authors. Traditional classroom furniture dictates that children predominantly sit during class time. This study evaluated the impact of providing standing desks within a deprived UK primary school setting over 8 months using mixed-method approaches. All children within a Year 5 class (9–10year-olds, n = 30) received an adjustable sit–stand desk, while another Year 5 class (n = 30) in a nearby school retained traditional furniture as a control classroom. At baseline, 4 months, and 8 months, activPAL monitors (PAL Technologies, Glasgow, UK) were worn for 7 days to provide time spent sitting and standing. Behavior-related mental health, musculoskeletal discomfort surveys, and a cognitive function test battery were also completed at all three timepoints. Intervention experiences from pupils and the teacher were captured using focus groups, interviews, and classroom observations. At both 4 months and 8 months, multi-level models revealed a reduction in class time sitting in the intervention group compared to the control group ((β (95%CI) 4 months −25.3% (−32.3, −18.4); 8 months −19.9% (−27.05, −12.9)). Qualitative data revealed challenges to teaching practicalities and a gradual decline in behavior-related mental health was observed (intervention vs. control: 4 months +5.31 (+2.55, +8.08); 8 months +7.92 (+5.18, +10.66)). Larger trials within similar high-priority settings are required to determine the feasibility and cost-effectiveness of providing standing desks to every child in the classroom. |
Description: | Supplementary Materials are available online at: https://www.mdpi.com/1660-4601/17/19/7048/s1 . |
URI: | https://bura.brunel.ac.uk/handle/2438/27719 |
DOI: | https://doi.org/10.3390/ijerph17197048 |
ISSN: | 1661-7827 |
Other Identifiers: | ORCID iD: Aron P. Sherry https://orcid.org/0000-0001-7489-253X ORCID iD: Nicola D. Ridgers https://orcid.org/0000-0001-5713-3515 ORCID iD: Sally E. Barber https://orcid.org/0000-0001-9872-6106 ORCID iD: Liana C. Nagy https://orcid.org/0000-0002-5495-7460 ORCID iD: Stacy A. Clemes https://orcid.org/0000-0001-5612-5898 7048 |
Appears in Collections: | Dept of Health Sciences Research Papers |
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