Pomegranate Community Mental Health, St John of God Social Outreach, Ballarat, VIC 3350, Australia.
Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC 3128, Australia.
J Sport Health Sci. 2023 Jan;12(1):97-105. doi: 10.1016/j.jshs.2020.05.002. Epub 2020 May 20.
This quasi-experimental study examined the impact of height-adjustable desks in combination with prompts to break up prolonged sitting time during class time and identified social and motivational factors associated with breaking up sitting time among adolescents. Teachers' perceptions of strategies were also examined.
Over 17 weeks, 1 classroom in a government secondary school in Melbourne, Australia, was equipped with 27 height-adjustable desks and prompts (posters and desk stickers) to break up classroom sitting time. Teachers received professional development in the use of the desks and prompts. One group of adolescents (n = 55) had 2-5 lessons/week using the height-adjustable desks in an intervention classroom, and a comparison group matched by year level and subject (n = 50) was taught in traditional "seated" classrooms. Adolescents wore an activPAL monitor at baseline (T0), 4 weeks (T1), and 17 weeks (T2) and completed a survey at T0 and T2. Six teachers participated in interviews at T2. Effect sizes were calculated (d).
Linear mixed models found that, compared to the traditional "seated" classrooms, the adolescents in the intervention classroom had significantly lower sitting time (T1: -9.7 min/lesson, d = -0.96; T2: -6.7 min/lesson, d = -0.70) and time spent in sitting bouts >15 min (T2: -11.2 min/lesson, d = -0.62), and had significantly higher standing time (T1: 7.3 min/lesson, d = 0.84; T2: 5.8 min/lesson, d = 0.91), number of breaks from sitting (T1: 1.3 breaks/lesson, d = 0.49; T2: 1.8 breaks/lesson, d = 0.67), and stepping time (T1: 2.5 min/lesson, d = 0.66). Intervention classroom adolescents reported greater habit strength (d = 0.58), self-efficacy for breaking up sitting time (d = 0.75), and indicated that having a teacher/classmate remind them to stand as helpful (d = 0.50).
This intervention shows promise for targeting sitting behaviors in the classroom and indicates that incorporating social and motivational strategies may further enhance outcomes.
本准实验研究考察了在课堂时间内结合可调节高度的桌子和提示以打断长时间坐姿的策略对青少年打断坐姿时间的影响，并确定了与打断坐姿时间相关的社会和激励因素。还研究了教师对策略的看法。
在澳大利亚墨尔本的一所政府中学的 1 个教室中，经过 17 周的时间，配备了 27 张可调节高度的桌子和提示（海报和桌子贴纸）以打断课堂上的坐姿时间。教师接受了有关使用桌子和提示的专业发展。一组青少年（n=55）每周有 2-5 节课在干预教室中使用可调节高度的桌子，而一个由年级和科目匹配的对照组（n=50）在传统的“坐着”教室中授课。青少年在基线（T0）、4 周（T1）和 17 周（T2）时佩戴 activPAL 监测器，并在 T0 和 T2 时完成了一项调查。6 位教师在 T2 时接受了访谈。计算了效应大小（d）。
线性混合模型发现，与传统的“坐着”教室相比，干预教室中的青少年的坐姿时间明显减少（T1：-9.7 分钟/节课，d=0.96；T2：-6.7 分钟/节课，d=0.70），并且超过 15 分钟的坐姿时间明显减少（T2：-11.2 分钟/节课，d=0.62），站立时间明显增加（T1：7.3 分钟/节课，d=0.84；T2：5.8 分钟/节课，d=0.91），课间休息次数明显增加（T1：1.3 次课间休息，d=0.49；T2：1.8 次课间休息，d=0.67），踏步时间明显增加（T1：2.5 分钟/节课，d=0.66）。干预教室中的青少年报告说，习惯强度更大（d=0.58），打破坐姿的自我效能感更高（d=0.75），并表示有老师/同学提醒他们站起来很有帮助（d=0.50）。
该干预措施显示出在课堂上针对坐姿行为的潜力，并表明纳入社会和激励策略可能会进一步提高效果。
