Department of Physical Education, Federal University of Sergipe, Avenida Marechal Rondon, s/no, Rosa Elze, São Cristóvão, SE, CEP 49100-000, Brazil.
Faculty of Health Science, Universidad Autónoma de Chile, Santiago, Chile.
Sci Rep. 2022 Sep 1;12(1):14504. doi: 10.1038/s41598-022-18248-y.
The replacement of traditional classroom desks for active-permissive desks has been tested to reduce sitting time during classes. However, their impact on other domains is still unclear. We aimed to verify the potential effects of a classroom standing desk intervention on cognitive function and academic achievement in 6th-grade students. This was a controlled trial conducted with two classes [intervention (n = 22) and control (n = 27)] from a public school in Lisbon, Portugal. The intervention was carried out for 16 weeks and consisted of multi-level actions (students, parents, and teachers) centered on the implementation of standing desks in the intervention classroom. The control group had traditional classes with no use of standing desks or any other interference/action from the research team. Pre- and post-assessments of executive functions (attention, inhibitory function, memory, and fluid intelligence) and academic achievement were obtained. No differences between groups were found at baseline. Both groups improved (time effect) academic achievement (p < 0.001), memory span (p < 0.001), and inhibitory function (p = 0.008). Group versus time interactions were observed regarding operational memory (intervention: + 18.0% and control: + 41.6%; p = 0.039) and non-verbal fluid intelligence (intervention: - 14.0% and control: + 3.9%; p = 0.017). We concluded that a 16-week classroom standing desk intervention did not improve cognitive performance or academic achievement more than the traditional sitting classes.Trial registration: ClinicalTrials.gov Identifier (NCT03137836) (date of first registration: 03/05/2017).
传统课堂桌椅被可主动调节的桌椅所取代，这一举措已被证实可减少课堂上的久坐时间。然而，其对其他领域的影响仍不明确。我们旨在验证教室站立式课桌干预对六年级学生认知功能和学业成绩的潜在影响。这是一项在葡萄牙里斯本一所公立学校的两个班级[干预组（n=22）和对照组（n=27）]中进行的对照试验。干预措施持续了 16 周，包括多层次的行动（学生、家长和教师），核心是在干预教室中实施站立式课桌。对照组采用传统的课堂，不使用站立式课桌或研究小组的任何其他干预/行动。在干预前和干预后评估了执行功能（注意力、抑制功能、记忆和流体智力）和学业成绩。在基线时，两组间没有差异。两组都有所提高（时间效应）学业成绩（p<0.001）、记忆广度（p<0.001）和抑制功能（p=0.008）。组间和时间间存在关于操作记忆（干预组：+18.0%，对照组：+41.6%；p=0.039）和非言语流体智力（干预组：-14.0%，对照组：+3.9%；p=0.017）的交互作用。我们得出结论，为期 16 周的教室站立式课桌干预并没有比传统的坐式课堂更能提高认知表现或学业成绩。
ClinicalTrials.gov 标识符（NCT03137836）（首次注册日期：2017 年 3 月 5 日）。
