Institute of Psychosocial Medicine and Psychotherapy, University Hospital, Friedrich-Schiller-University Jena, Jena 07743, Germany.
Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
Int J Environ Res Public Health. 2018 Feb 17;15(2):356. doi: 10.3390/ijerph15020356.
Sedentarism is considered an independent cardiovascular risk factor. Thus, the present study investigated the effects of employing standing desks in classrooms on cognitive function. The intervention class (IG; = 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG; = 19) received lessons as usual. Standing time was assessed objectively (accelerometers) and subjectively (self-report sheets, external classroom observers). The impact of standing on the digit span task and Eriksen flanker task was analysed. The standing time of the IG was higher during the school day in comparison to the CG (lesson: = 0.004; break: = 0.003). The intra-class correlation coefficient between self-reports and external observation was high (ICC = 0.94). The IG improved slightly on the Digit Span Task compared to CG. Employing standing desks for at least 1 h per school day serves as a feasible and effective opportunity to improve cognitive function.
久坐被认为是心血管疾病的独立危险因素。因此，本研究调查了在教室中使用站立式书桌对认知功能的影响。干预班（IG；n = 19）配备了站立式书桌和平衡垫，为期 11 周。对照班（CG；n = 19）则照常上课。通过加速度计客观评估和自我报告表、外部课堂观察员主观评估站立时间。分析了站立对数字跨度任务和艾利森侧翼任务的影响。与 CG 相比，IG 在上课时间的站立时间更高（课程：p = 0.004；课间休息：p = 0.003）。自我报告和外部观察之间的组内相关系数很高（ICC = 0.94）。与 CG 相比，IG 在数字跨度任务上略有提高。每天至少在学校使用站立式书桌 1 小时，是改善认知功能的可行且有效的机会。
