School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK.
National Institute for Health Research (NIHR) Leicester Biomedical Research Centre, University Hospitals of Leicester NHS Trust and University of Leicester, Leicester LE5 4PW, UK.
Int J Environ Res Public Health. 2021 Apr 29;18(9):4759. doi: 10.3390/ijerph18094759.
Sedentary behaviour (sitting) is a risk factor for adverse health outcomes. The classroom environment has traditionally been associated with prolonged periods of sitting in children. The aim of this study was to examine the potential impact of an environmental intervention, the addition of sit-stand desks in the classroom, on school children's sitting and physical activity during class time and after school. The 'Stand Out in Class' pilot trial was a two-arm cluster randomised controlled trial conducted in eight primary schools with children from a mixed socioeconomic background. The 4.5 month environmental intervention modified the physical (six sit-stand desks replaced standard desks) and social (e.g., teachers' support) environment. All children wore activPAL and ActiGraph accelerometers for 7 days at baseline and follow-up. In total 176 children (mean age = 9.3 years) took part in the trial. At baseline, control and intervention groups spent more than 65% of class time sitting, this changed to 71.7% and 59.1% at follow-up, respectively (group effect < 0.001). The proportion of class time spent standing and stepping, along with the proportion of time in light activity increased in the intervention group and decreased in the control group. There was no evidence of any compensatory effects from the intervention after school. Incorporating sit-stand desks to change the classroom environment at primary school appears to be an acceptable strategy for reducing children's sedentary behaviour and increasing light activity especially during class time. Trial registration: ISRCTN12915848 (registered: 09/11/16).
久坐行为（坐着）是不良健康结果的一个风险因素。传统上，教室环境与儿童长时间坐着有关。本研究的目的是探讨环境干预（在教室里增加可坐可站的桌子）对在校儿童课堂时间和课后久坐行为和身体活动的潜在影响。“Stand Out in Class”（课堂上站立）试点试验是一项在八所小学进行的双臂随机对照试验，这些小学的儿童来自混合社会经济背景。为期 4.5 个月的环境干预改变了物理环境（用六张可坐可站的桌子代替标准桌子）和社会环境（例如，教师的支持）。所有儿童在基线和随访时佩戴 activPAL 和 ActiGraph 加速度计 7 天。共有 176 名儿童（平均年龄为 9.3 岁）参加了试验。在基线时，对照组和干预组在课堂上有超过 65%的时间坐着，随访时分别变为 71.7%和 59.1%（组间差异<0.001）。干预组的站立和踏步时间比例以及轻度活动时间比例增加，对照组则减少。该干预措施在课后没有任何补偿作用的证据。在小学将可坐可站的桌子纳入改变教室环境似乎是减少儿童久坐行为和增加轻度活动的一种可接受的策略，尤其是在课堂时间内。试验注册：ISRCTN8762563（注册于 2016 年 11 月 9 日）。
