Study and Research Group in Metabolism, Nutrition, and Exercise - GEPEMENE, Londrina State University, Brazil; Exercise and Health Laboratory, CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal.
Exercise and Health Laboratory, CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal.
J Sci Med Sport. 2018 Sep;21(9):919-924. doi: 10.1016/j.jsams.2018.01.007. Epub 2018 Mar 2.
We investigated the impact of a standing desk intervention on daily objectively monitored sedentary behavior and physical activity in 6th grade school students.
Cluster non-randomised controlled trial.
Two classes (intervention students: n=22 [aged 11.8±0.4years]; control students: n=27 [11.6±0.5years]) from a public school in Lisbon were selected. The intervention involved replacing traditional seated classroom desks for standing desks, for a total duration of 16 weeks, in addition to performing teacher training and holding education/motivation sessions with students and parents. Sedentary behavior (ActivPAL inclinometer) and physical activity (Actigraph GT3X+ accelerometer) were measured for seven days immediately before and after the intervention.
There were no differences in baseline behaviors between intervention and control groups (p>0.05). At follow-up (16 weeks), it was observed that the intervention group had decreased time spent sitting (total week: -6.8% and at school: -13.0% relative to baseline) and increased standing (total week: 16.5% and at school: 31.0%) based on inclinometer values (p-value for interaction group*time <0.05). No significant differences in activity outcomes were observed outside school time (week or weekend) between groups.
We conclude that a 16 week classroom standing desk intervention successfully reduced sitting time and increase standing time at school, with no observed compensatory effects outside of school time.
我们调查了站立式办公桌干预对 6 年级学生日常客观监测的久坐行为和身体活动的影响。
集群非随机对照试验。
从里斯本的一所公立学校中选择了两个班级（干预学生：n=22[年龄 11.8±0.4 岁]；对照学生：n=27[11.6±0.5 岁]）。干预措施包括将传统的坐式教室课桌替换为站立式课桌，总共持续 16 周，此外还对教师进行培训，并与学生和家长举行教育/激励会议。在干预前后立即进行了七天的久坐行为（ActivPAL 倾斜计）和身体活动（Actigraph GT3X+ 加速度计）测量。
干预组和对照组在基线行为上没有差异（p>0.05）。在随访（16 周）时，观察到干预组的坐姿时间减少（总周：-6.8%，在学校：-13.0%相对于基线），站立时间增加（总周：16.5%，在学校：31.0%），基于倾斜计值（交互组*时间的 p 值<0.05）。在校外时间（周或周末），两组之间的活动结果没有显著差异。
我们得出结论，为期 16 周的课堂站立式办公桌干预成功减少了在校时间的坐姿时间，并增加了站立时间，在校外时间没有观察到补偿效应。
