School of Physical Education, Osaka University of Health and Sport Sciences, Sennan-gun, Osaka, Japan.
Research Institute for Health and Sport Science, Nippon Sport Science University, Setagayaku, Tokyo, Japan.
PLoS One. 2022 Aug 18;17(8):e0272035. doi: 10.1371/journal.pone.0272035. eCollection 2022.
Studies have presented data regarding the effects of short-term (weeks) and long-term (one year) use of standing desks in classrooms on children's health, cognition, and musculoskeletal symptoms. However, no previous study has examined such effects in an extremely short-term period such as one classroom lesson. This study aimed to examine the effects of using standing desks for 45 minutes on elementary school students' stress and executive function. For this experiment, 56 students were recruited from public elementary schools in Setagayaku, Tokyo, Japan. There were three conditions involving the use of standing desks (standing, sitting, and mixed), and all students performed tasks for 45 minutes in each condition. Measurements of stress and executive function were performed before and after the students engaged with each condition. Stress levels did not differ between the sitting and standing conditions for the full 45 minutes. The number of correct answers in the Stroop test, an interference task, was higher in the standing and mixed conditions (switching between standing and sitting) than in the sitting condition (interaction: F(1,37) = 3.340, p = 0.04, η2 = 0.05). These results indicate that using standing desks for 45 minutes improved the 'inhibition' of executive function without excessively increasing stress levels.
研究已经提出了关于在教室中短期（数周）和长期（一年）使用站立式书桌对儿童健康、认知和肌肉骨骼症状影响的数据。然而，以前没有研究在如此短的时间内（如一堂课）检查过这种影响。本研究旨在研究使用站立式书桌 45 分钟对小学生压力和执行功能的影响。为此实验，从日本东京世田谷区的公立小学招募了 56 名学生。有三种使用站立式书桌的条件（站立、坐着和混合），所有学生在每种条件下都进行了 45 分钟的任务。在学生参与每种条件前后，都对压力和执行功能进行了测量。在整整 45 分钟内，坐姿和站立姿势之间的压力水平没有差异。在 Stroop 测试（一种干扰任务）中，正确答案的数量在站立和混合条件（站立和坐姿之间切换）下高于坐姿条件（交互作用：F(1,37) = 3.340，p = 0.04，η2 = 0.05）。这些结果表明，使用站立式书桌 45 分钟可以改善执行功能的“抑制”，而不会过度增加压力水平。
