National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK.
NIHR Leicester Biomedical Research Centre-Lifestyle Theme, Loughborough University, Loughborough LE11 3TU, UK.
Int J Environ Res Public Health. 2020 Sep 26;17(19):7048. doi: 10.3390/ijerph17197048.
Traditional classroom furniture dictates that children predominantly sit during class time. This study evaluated the impact of providing standing desks within a deprived UK primary school setting over 8 months using mixed-method approaches. All children within a Year 5 class (9-10-year-olds, = 30) received an adjustable sit-stand desk, while another Year 5 class ( = 30) in a nearby school retained traditional furniture as a control classroom. At baseline, 4 months, and 8 months, activPAL monitors (PAL Technologies, Glasgow, UK) were worn for 7 days to provide time spent sitting and standing. Behavior-related mental health, musculoskeletal discomfort surveys, and a cognitive function test battery were also completed at all three timepoints. Intervention experiences from pupils and the teacher were captured using focus groups, interviews, and classroom observations. At both 4 months and 8 months, multi-level models revealed a reduction in class time sitting in the intervention group compared to the control group ((β (95%CI) 4 months -25.3% (-32.3, -18.4); 8 months -19.9% (-27.05, -12.9)). Qualitative data revealed challenges to teaching practicalities and a gradual decline in behavior-related mental health was observed (intervention vs. control: 4 months +5.31 (+2.55, +8.08); 8 months +7.92 (+5.18, +10.66)). Larger trials within similar high-priority settings are required to determine the feasibility and cost-effectiveness of providing standing desks to every child in the classroom.
传统的教室家具规定，儿童在上课时主要坐着。本研究采用混合方法，评估了在英国一所贫困小学提供可调节站立式课桌对儿童的影响，为期 8 个月。一个五年级班级（9-10 岁，n=30）的所有儿童都配备了可调节的坐立两用课桌，而附近学校的另一个五年级班级（n=30）作为对照教室，保留了传统的家具。在基线、4 个月和 8 个月时，使用 activPAL 监测器（PAL Technologies，格拉斯哥，英国）佩戴 7 天，以提供坐着和站立的时间。还在所有三个时间点完成了与行为相关的心理健康、肌肉骨骼不适调查和认知功能测试。使用焦点小组、访谈和课堂观察，记录了学生和教师的干预经验。在 4 个月和 8 个月时，多层次模型显示，与对照组相比，干预组的课堂时间坐着时间减少（(β (95%CI) 4 个月-25.3% (-32.3, -18.4)；8 个月-19.9% (-27.05, -12.9)))。定性数据显示，教学实践存在挑战，并且观察到与行为相关的心理健康逐渐下降（干预组与对照组相比：4 个月+5.31 (+2.55, +8.08)；8 个月+7.92 (+5.18, +10.66)）。需要在类似的高优先级环境中进行更大规模的试验，以确定为课堂上的每个孩子提供站立式课桌的可行性和成本效益。
