Butler Karrie M, Ramos Joyce S, Buchanan Christina A, Dalleck Lance C
Department of Recreation, Exercise, and Sport Science, Western State Colorado University, Gunnison, CO, USA,
SHAPE Research Centre, Exercise Science and Clinical Exercise Physiology, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia,
Diabetes Metab Syndr Obes. 2018 Oct 8;11:603-610. doi: 10.2147/DMSO.S179590. eCollection 2018.
The high prevalence of metabolic syndrome (MetS), prediabetes, and increased risk of cardiovascular diseases linked with prolonged sitting has created a need to identify options to limit sedentary behaviors. A potentially simple approach to achieve this goal in the university setting is to provide students the option to stand during courses rather than sit. The purpose of the present study was to examine the effects of standing in the college classroom setting on cardiometabolic risk factors in a cohort of college students.
Healthy college students (n=21) who attended at least two courses per week (a minimum of 5 hours) in a specified university building with standing desks participated in a 7-week intervention that was divided into three phases: 3 weeks of standing, 1 week of washout (sitting), and 3 weeks of sitting. The participants (mean ± SD: age, height, weight, body mass index, and waist-to-hip ratio were 22.7±6.4 years, 174.3±10.0 cm, 70.6±14.3 kg, 23.0±3.0 kg/m, and 0.76±0.05, respectively) were randomly assigned to the phase of intervention of which they should start (sitting or standing), and all participants engaged in sitting during the washout phase. Cardiometabolic risk factors and metabolic equivalents (METs) were measured at baseline and weekly throughout the intervention.
Paired -tests revealed significant differences (<0.05) in all cardiometabolic risk factors between the 3 weeks of sitting and 3 weeks of standing time blocks. Moreover, MetS -score was significantly improved (<0.05) during the 3 weeks of standing (-5.91±2.70) vs 3 weeks of sitting (-5.25±2.69). The METs were significantly higher (<0.05) during standing (1.47±0.09) than during sitting (1.02±0.07). Although there was considerable interindividual variability in the ∆ MetS -score response, there was a 100% (21/21) incidence of a favorable change (ie, responders) in MetS -score response.
A standing desk in the classroom paradigm was found to significantly improve cardiometabolic health throughout a short 3 weeks time span. Increasing standing time in the classroom, and therefore lessening weekly sedentary behavior, could be a potential wide-scale, effective strategy for primordial prevention of cardiometabolic diseases.
代谢综合征（MetS）、糖尿病前期的高患病率以及与久坐相关的心血管疾病风险增加，使得有必要确定限制久坐行为的方法。在大学环境中实现这一目标的一种潜在简单方法是为学生提供在课程期间站立而非坐着的选择。本研究的目的是考察在大学教室环境中站立对一组大学生心血管代谢危险因素的影响。
健康大学生（n = 21），他们每周在配备站立式办公桌的特定大学教学楼中至少参加两门课程（至少5小时），参与了一项为期7周的干预，分为三个阶段：3周站立、1周洗脱期（坐着）和3周坐着。参与者（均值±标准差：年龄、身高、体重、体重指数和腰臀比分别为22.7±6.4岁、174.3±10.0厘米、70.6±14.3千克、23.0±3.0千克/米和0.76±0.05）被随机分配到他们应开始的干预阶段（坐着或站立），所有参与者在洗脱期都坐着。在基线时以及整个干预期间每周测量心血管代谢危险因素和代谢当量（METs）。
配对t检验显示，在3周坐着和3周站立时间段之间，所有心血管代谢危险因素均存在显著差异（<0.05）。此外，与3周坐着（-5.25±2.69）相比，3周站立期间（-5.91±2.70）MetS评分显著改善（<0.05）。站立期间的METs（1.47±0.09）显著高于坐着期间（1.02±0.07）（<0.05）。尽管MetS评分反应存在相当大的个体间差异，但MetS评分反应中出现有利变化（即反应者）的发生率为百分之百（21/21）。
发现在教室环境中使用站立式办公桌能在短短3周时间内显著改善心血管代谢健康。增加在教室中的站立时间，从而减少每周的久坐行为，可能是一种潜在的广泛有效的心血管代谢疾病一级预防策略。
