Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
Int J Environ Res Public Health. 2019 Mar 15;16(6):933. doi: 10.3390/ijerph16060933.
The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. : This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. : A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary ( < 0.001) and less active ( < 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time ( = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. : The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.
本研究旨在确定倾斜式站立桌对整个学年中三、四、六年级学生身体活动和久坐行为的影响。 这项在教室内进行的交叉设计研究采用了教师在每个教室内部确定座位分配的方法。一半学生使用倾斜式站立桌，一半学生使用坐式桌。在基线和每个九周干预期结束时，完成了五天佩戴在髋部的加速度计评估。使用混合效应模型确定活跃和久坐时间的百分比差异。 共有 22、36 和 41 名分别来自 3、4 和 6 年级的学生完成了这项研究（79.3%为白人，57.1%为男性）。无论使用哪种类型的桌子，随着学年的推进，学生在教室里的久坐时间都会增加（ < 0.001），活跃时间减少（ < 0.001）。在控制基线活动后，桌子类型和时间之间存在显著的交互作用（ = 0.029）。与传统课桌相比，那些在课堂上坐得更多的学生，如果使用倾斜式站立桌，其久坐行为会减少。 站立式课桌干预对于那些在开学时更久坐的学生来说，对于减少久坐行为的增加是有效的。
