Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial
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) r...
Gespeichert in:
| Veröffentlicht in: | International journal of environmental research and public health 2020-09, Vol.17 (19), p.7048 |
|---|---|
| Hauptverfasser: | , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 19 |
| container_start_page | 7048 |
| container_title | International journal of environmental research and public health |
| container_volume | 17 |
| creator | Sherry, Aron P Pearson, Natalie Ridgers, Nicola D Johnson, William Barber, Sally E Bingham, Daniel D Nagy, Liana C Clemes, Stacy A |
| description | 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. |
| doi_str_mv | 10.3390/ijerph17197048 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7579086</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2447545805</sourcerecordid><originalsourceid>FETCH-LOGICAL-c418t-5272104315c1933ccb560d750d8267141821f2cbd863af1ff85ad4a54c0deee63</originalsourceid><addsrcrecordid>eNpdkc1PGzEQxa0K1EDaK0dkiQuXUH-vlwNSFKCNhFQk0rPleL1ZB68dbAfU_76LQlHgNCPNb57mzQPgBKMLSmv0w61t2nS4wnWFmPwCjrAQaMIEwgd7_Qgc57xGiEom6q9gREldU8zIEfDzfqNNyTC2UMOHokPjwgpe2_wI56HY9GxDcTHAF1c6F6AO8CasvMsdvE-u1-kvfDBdjB7OvM45xdhfwim8dz4WOIuhpOi9beAiOe2_gcNW-2y_v9Ux-HN7s5j9mtz9_jmfTe8mhmFZJpxUBCNGMTe4ptSYJReoqThqJBEVHhiCW2KWjRRUt7htJdcN05wZ1FhrBR2Dq53uZrvsbWMGC0l7tdkdrKJ26uMkuE6t4rOqeFUj-Spw_iaQ4tPW5qJ6l431Xgcbt1kRxirOuER8QM8-oeu4TWGwp4ignEo5GBmoix1lUhy-ZNv3YzBSr0Gqj0EOC6f7Ft7x_8nRf160muo</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2635388431</pqid></control><display><type>article</type><title>Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial</title><source>MEDLINE</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>PubMed Central Open Access</source><source>MDPI - Multidisciplinary Digital Publishing Institute</source><source>PubMed Central</source><source>Free Full-Text Journals in Chemistry</source><creator>Sherry, Aron P ; Pearson, Natalie ; Ridgers, Nicola D ; Johnson, William ; Barber, Sally E ; Bingham, Daniel D ; Nagy, Liana C ; Clemes, Stacy A</creator><creatorcontrib>Sherry, Aron P ; Pearson, Natalie ; Ridgers, Nicola D ; Johnson, William ; Barber, Sally E ; Bingham, Daniel D ; Nagy, Liana C ; Clemes, Stacy A</creatorcontrib><description>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.</description><identifier>ISSN: 1660-4601</identifier><identifier>ISSN: 1661-7827</identifier><identifier>EISSN: 1660-4601</identifier><identifier>DOI: 10.3390/ijerph17197048</identifier><identifier>PMID: 32993142</identifier><language>eng</language><publisher>Switzerland: MDPI AG</publisher><subject>Behavior ; Child ; Child development ; Children ; Children & youth ; Classrooms ; Cognitive ability ; Consent ; Desks ; Exercise ; Female ; Health Promotion - methods ; Humans ; Intervention ; Learning ; Male ; Mental health ; Qualitative analysis ; Schools ; Schools - organization & administration ; Sedentary Behavior ; Sitting Position ; Standing Position ; Students - statistics & numerical data</subject><ispartof>International journal of environmental research and public health, 2020-09, Vol.17 (19), p.7048</ispartof><rights>2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2020 by the authors. 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c418t-5272104315c1933ccb560d750d8267141821f2cbd863af1ff85ad4a54c0deee63</citedby><cites>FETCH-LOGICAL-c418t-5272104315c1933ccb560d750d8267141821f2cbd863af1ff85ad4a54c0deee63</cites><orcidid>0000-0001-5612-5898 ; 0000-0001-5713-3515 ; 0000-0001-7489-253X ; 0000-0001-9872-6106 ; 0000-0002-5809-7357</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7579086/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7579086/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32993142$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sherry, Aron P</creatorcontrib><creatorcontrib>Pearson, Natalie</creatorcontrib><creatorcontrib>Ridgers, Nicola D</creatorcontrib><creatorcontrib>Johnson, William</creatorcontrib><creatorcontrib>Barber, Sally E</creatorcontrib><creatorcontrib>Bingham, Daniel D</creatorcontrib><creatorcontrib>Nagy, Liana C</creatorcontrib><creatorcontrib>Clemes, Stacy A</creatorcontrib><title>Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial</title><title>International journal of environmental research and public health</title><addtitle>Int J Environ Res Public Health</addtitle><description>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.</description><subject>Behavior</subject><subject>Child</subject><subject>Child development</subject><subject>Children</subject><subject>Children & youth</subject><subject>Classrooms</subject><subject>Cognitive ability</subject><subject>Consent</subject><subject>Desks</subject><subject>Exercise</subject><subject>Female</subject><subject>Health Promotion - methods</subject><subject>Humans</subject><subject>Intervention</subject><subject>Learning</subject><subject>Male</subject><subject>Mental health</subject><subject>Qualitative analysis</subject><subject>Schools</subject><subject>Schools - organization & administration</subject><subject>Sedentary Behavior</subject><subject>Sitting Position</subject><subject>Standing Position</subject><subject>Students - statistics & numerical data</subject><issn>1660-4601</issn><issn>1661-7827</issn><issn>1660-4601</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNpdkc1PGzEQxa0K1EDaK0dkiQuXUH-vlwNSFKCNhFQk0rPleL1ZB68dbAfU_76LQlHgNCPNb57mzQPgBKMLSmv0w61t2nS4wnWFmPwCjrAQaMIEwgd7_Qgc57xGiEom6q9gREldU8zIEfDzfqNNyTC2UMOHokPjwgpe2_wI56HY9GxDcTHAF1c6F6AO8CasvMsdvE-u1-kvfDBdjB7OvM45xdhfwim8dz4WOIuhpOi9beAiOe2_gcNW-2y_v9Ux-HN7s5j9mtz9_jmfTe8mhmFZJpxUBCNGMTe4ptSYJReoqThqJBEVHhiCW2KWjRRUt7htJdcN05wZ1FhrBR2Dq53uZrvsbWMGC0l7tdkdrKJ26uMkuE6t4rOqeFUj-Spw_iaQ4tPW5qJ6l431Xgcbt1kRxirOuER8QM8-oeu4TWGwp4ignEo5GBmoix1lUhy-ZNv3YzBSr0Gqj0EOC6f7Ft7x_8nRf160muo</recordid><startdate>20200926</startdate><enddate>20200926</enddate><creator>Sherry, Aron P</creator><creator>Pearson, Natalie</creator><creator>Ridgers, Nicola D</creator><creator>Johnson, William</creator><creator>Barber, Sally E</creator><creator>Bingham, Daniel D</creator><creator>Nagy, Liana C</creator><creator>Clemes, Stacy A</creator><general>MDPI AG</general><general>MDPI</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>M0S</scope><scope>M1P</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-5612-5898</orcidid><orcidid>https://orcid.org/0000-0001-5713-3515</orcidid><orcidid>https://orcid.org/0000-0001-7489-253X</orcidid><orcidid>https://orcid.org/0000-0001-9872-6106</orcidid><orcidid>https://orcid.org/0000-0002-5809-7357</orcidid></search><sort><creationdate>20200926</creationdate><title>Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial</title><author>Sherry, Aron P ; Pearson, Natalie ; Ridgers, Nicola D ; Johnson, William ; Barber, Sally E ; Bingham, Daniel D ; Nagy, Liana C ; Clemes, Stacy A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c418t-5272104315c1933ccb560d750d8267141821f2cbd863af1ff85ad4a54c0deee63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Behavior</topic><topic>Child</topic><topic>Child development</topic><topic>Children</topic><topic>Children & youth</topic><topic>Classrooms</topic><topic>Cognitive ability</topic><topic>Consent</topic><topic>Desks</topic><topic>Exercise</topic><topic>Female</topic><topic>Health Promotion - methods</topic><topic>Humans</topic><topic>Intervention</topic><topic>Learning</topic><topic>Male</topic><topic>Mental health</topic><topic>Qualitative analysis</topic><topic>Schools</topic><topic>Schools - organization & administration</topic><topic>Sedentary Behavior</topic><topic>Sitting Position</topic><topic>Standing Position</topic><topic>Students - statistics & numerical data</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sherry, Aron P</creatorcontrib><creatorcontrib>Pearson, Natalie</creatorcontrib><creatorcontrib>Ridgers, Nicola D</creatorcontrib><creatorcontrib>Johnson, William</creatorcontrib><creatorcontrib>Barber, Sally E</creatorcontrib><creatorcontrib>Bingham, Daniel D</creatorcontrib><creatorcontrib>Nagy, Liana C</creatorcontrib><creatorcontrib>Clemes, Stacy A</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Public Health Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>International journal of environmental research and public health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sherry, Aron P</au><au>Pearson, Natalie</au><au>Ridgers, Nicola D</au><au>Johnson, William</au><au>Barber, Sally E</au><au>Bingham, Daniel D</au><au>Nagy, Liana C</au><au>Clemes, Stacy A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial</atitle><jtitle>International journal of environmental research and public health</jtitle><addtitle>Int J Environ Res Public Health</addtitle><date>2020-09-26</date><risdate>2020</risdate><volume>17</volume><issue>19</issue><spage>7048</spage><pages>7048-</pages><issn>1660-4601</issn><issn>1661-7827</issn><eissn>1660-4601</eissn><abstract>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.</abstract><cop>Switzerland</cop><pub>MDPI AG</pub><pmid>32993142</pmid><doi>10.3390/ijerph17197048</doi><orcidid>https://orcid.org/0000-0001-5612-5898</orcidid><orcidid>https://orcid.org/0000-0001-5713-3515</orcidid><orcidid>https://orcid.org/0000-0001-7489-253X</orcidid><orcidid>https://orcid.org/0000-0001-9872-6106</orcidid><orcidid>https://orcid.org/0000-0002-5809-7357</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1660-4601 |
| ispartof | International journal of environmental research and public health, 2020-09, Vol.17 (19), p.7048 |
| issn | 1660-4601 1661-7827 1660-4601 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7579086 |
| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central Open Access; MDPI - Multidisciplinary Digital Publishing Institute; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Behavior Child Child development Children Children & youth Classrooms Cognitive ability Consent Desks Exercise Female Health Promotion - methods Humans Intervention Learning Male Mental health Qualitative analysis Schools Schools - organization & administration Sedentary Behavior Sitting Position Standing Position Students - statistics & numerical data |
| title | Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-04T15%3A11%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Impacts%20of%20a%20Standing%20Desk%20Intervention%20within%20an%20English%20Primary%20School%20Classroom:%20A%20Pilot%20Controlled%20Trial&rft.jtitle=International%20journal%20of%20environmental%20research%20and%20public%20health&rft.au=Sherry,%20Aron%20P&rft.date=2020-09-26&rft.volume=17&rft.issue=19&rft.spage=7048&rft.pages=7048-&rft.issn=1660-4601&rft.eissn=1660-4601&rft_id=info:doi/10.3390/ijerph17197048&rft_dat=%3Cproquest_pubme%3E2447545805%3C/proquest_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2635388431&rft_id=info:pmid/32993142&rfr_iscdi=true |