Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA.
Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA.
Int J Environ Res Public Health. 2022 Jun 23;19(13):7689. doi: 10.3390/ijerph19137689.
The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit−stand) or stand-biased (Group 2; stand−sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t-tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.
本二次分析旨在评估学生在上学日使用倾斜站立式课桌是否会影响课后的体育活动（PA）和久坐行为（SB）。通过采用由两个 9 周干预期组成的交叉设计，99 名来自 3、4 和 6 年级的参与者由其教师随机分配到教室中的传统（第 1 组；坐-站）或倾斜站立式（第 2 组；站-坐）课桌。在干预期之间，课桌类型会进行切换。使用加速度计在基线（秋季）和两个干预期之后（冬季）和第二期（春季）进行课后 PA 和 SB 的测量。独立样本 t 检验和混合效应模型的 p 值 < 0.05，用于检测组间差异。在课后 SB、低强度 PA（LPA）或中等到剧烈强度 PA（MVPA）方面，组间没有发现显著差异。也没有检测到课桌分配、时间和课后 SB、LPA 或 MVPA 之间的显著两两或三三交互作用。在教室里使用倾斜站立式课桌对儿童的课后 PA 和 SB 没有不利影响。
