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Lynn Salzar T, Aguilar KN, Smith ML, Pickens A, Han G, Anderson G, Benden ME. Stand-Capable Workstations Reduce Occupational Sedentary Time Among Administrative Workers. IISE Trans Occup Ergon Hum Factors 2024:1-13. [PMID: 38884772 DOI: 10.1080/24725838.2024.2362720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 05/29/2024] [Indexed: 06/18/2024]
Abstract
OCCUPATIONAL APPLICATIONSIn this study, we found that workers who use stand-biased desks stood more and sat less during their workday compared to workers who use traditional desks. Stand-biased users also experienced significantly less lower back discomfort compared to both traditional and sit-stand workstation users. Based on these findings, we recommend that the use of stand-biased workstations be considered when designing or renovating work office workspaces. The health risks of sedentary behavior are inherent in most office work, but these risks can be alleviated with intentional equipment choices. Using stand-biased desks can encourage workers to move more throughout the workday without their productivity or comfort being disturbed.
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Affiliation(s)
| | - Kaysey N Aguilar
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
| | - Matthew Lee Smith
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
- Department of Health Behavior, Texas A&M University, College Station, TX, USA
| | - Adam Pickens
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
| | - Gang Han
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
- Department of Epidemiology and Biostatistics, Texas A&M University, College Station, TX, USA
| | - Grace Anderson
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Mark E Benden
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
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Chambonnière C, Metz L, Fillon A, Demonteix P, Fearnbach N, Bailly M, Boscaro A, Pereira B, Thivel D, Duclos M. The Effects of Using a Cycling Desk at School on Executive Function, Physical Fitness, and Body Composition in Primary School Children: Impact of Socioeconomic Status. Pediatr Exerc Sci 2023:1-9. [PMID: 38134891 DOI: 10.1123/pes.2023-0046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/25/2023] [Accepted: 10/01/2023] [Indexed: 12/24/2023]
Abstract
CONTEXT Physical inactivity and sedentary behaviors are associated with adverse health outcomes in both adults and children. The purpose of this study was to investigate the effects of a 9-week program using a Cycle Desk during school time in French primary school children from high or low socioeconomic status (SES) on body composition, physical fitness (PF), and executive function. METHODS Seventy-five (n = 75) children completed a test battery before and after 9 weeks of use of Cycle Desk to evaluate anthropometric characteristics, body composition, PF, and executive function. RESULTS Body mass index increased significantly (P = .0095), while body fat decreased after the use of Cycle Desks (P < .0001). Specifically, lean mass increased in the high-SES group while it decreased in the low-SES group (P < .0001). After 9 weeks, there was an improvement in motor skills (P < .0001), upper and lower limbs' strength (P < .0001), and executive function performance (P < .0001). More specifically, the low-SES group had a greater improvement in motor skills and maximal aerobic speed between T0 and T1, compared to the high-SES group (P = .001, P = .023, respectively). In contrast, the high-SES group had a greater improvement in executive function at 9 weeks of use of Cycle Desk compared with the low-SES group (P = .0084). CONCLUSIONS The promotion of low-intensity physical activity with the use of a Cycle Desk at school may help offset some adverse effects of excess sedentary behavior among children. Moreover, this strategy appears to be particularly effective in children from low-SES backgrounds. What's New: The use of a Cycle Desk during school time has no deleterious effects on PF as well as cognitive executive functions in primary children. Modifications are more beneficial in children from low SES.
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Affiliation(s)
- Camille Chambonnière
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
| | - Lore Metz
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
| | - Alicia Fillon
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Pauline Demonteix
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Nicole Fearnbach
- Office of Research, Florida State University, Tallahassee, FL,USA
| | - Mélina Bailly
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
| | - Audrey Boscaro
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
| | - Bruno Pereira
- Biostatistics Unit, Clermont-Ferrand University Hospital, Clermont-Ferrand,France
| | - David Thivel
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Martine Duclos
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
- Department of Sport Medicine and Functional Explorations, Clermont-Ferrand University Hospital, G. Montpied Hospital, Clermont-Ferrand,France
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Wu Y, Van Gerven PWM, de Groot RHM, Eijnde BO, Winkens B, Savelberg HHCM. Effects of breaking up sitting with light-intensity physical activity on cognition and mood in university students. Scand J Med Sci Sports 2023; 33:257-266. [PMID: 36434768 DOI: 10.1111/sms.14277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 10/21/2022] [Accepted: 10/25/2022] [Indexed: 11/27/2022]
Abstract
BACKGROUND University students often exhibit high levels of sedentary behavior that is negatively associated with cognition and mood. On the other hand, light-intensity physical activity (LIPA) may improve cognitive performance and mood. Therefore, this study investigated the acute effect of LIPA breaks during prolonged sitting on attention, executive functioning, and mood. METHODS A randomized crossover design was used in this study. In total, 21 healthy adults (15 women, age = 24 ± 3 years, BMI = 23 ± 2 kg/m2 ) completed three prolonged sitting conditions: (1) without a demanding cognitive task (SIT), (2) with a demanding cognitive task (COGN), and (3) with every 25 min sitting interrupted by a 5-minute walk (INTERRUPT). Attention, executive function (response inhibition, task shifting, and working memory updating), and mood were assessed before and after each condition. RESULTS Linear mixed models analyses showed that prolonged sitting frequently interrupted by LIPA (INTERRUPT) or with cognitively demanding activities (COGN) significantly improved task shifting compared to SIT. However, INTERRUPT did not significantly improve task shifting compared with COGN. No significant acute effects on attention, response inhibition, working memory updating, or mood were found. CONCLUSIONS Frequent LIPA breaks or cognitively demanding activities have a selective, acute positive impact on one aspect of cognitive performance compared to idle sitting. No evidence was found that LIPA breaks have an acute improvement in attention, executive function, and mood compared to sitting with cognitive loading. To further investigate the effect of PA on cognitive performance, it is necessary to consider cognitive loading and control for the cognitive activity during sitting in the experimental design.
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Affiliation(s)
- Yingyi Wu
- Department of Nutrition and Movement Sciences, School of Nutrition and Translational Research in Metabolism (NUTRIM) and School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
| | - Pascal W M Van Gerven
- Department of Educational Development & Research, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Renate H M de Groot
- Department of Conditions for Lifelong Learning, Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands
| | - Bert O Eijnde
- SMRC Sports Medical Research Center, BIOMED Biomedical Research Institute, Faculty of Medicine & Life Sciences, Hasselt University, Hasselt, Belgium
| | - Bjorn Winkens
- Department of Methodology and Statistics, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
| | - Hans H C M Savelberg
- Department of Nutrition and Movement Sciences, School of Nutrition and Translational Research in Metabolism (NUTRIM) and School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
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Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents. Sci Rep 2022; 12:14504. [PMID: 36050353 PMCID: PMC9437021 DOI: 10.1038/s41598-022-18248-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 08/08/2022] [Indexed: 11/29/2022] Open
Abstract
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).
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Effects of using standing desks for 45 minutes on the stress and executive function of elementary school students. PLoS One 2022; 17:e0272035. [PMID: 35980903 PMCID: PMC9387865 DOI: 10.1371/journal.pone.0272035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 07/12/2022] [Indexed: 11/29/2022] Open
Abstract
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.
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Tokarek NR, Cho CC, Strath SJ, Swartz AM. The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137689. [PMID: 35805342 PMCID: PMC9265827 DOI: 10.3390/ijerph19137689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 06/20/2022] [Accepted: 06/21/2022] [Indexed: 02/05/2023]
Abstract
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.
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Affiliation(s)
- Nathan R. Tokarek
- Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA; (S.J.S.); (A.M.S.)
- Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA
- Correspondence:
| | - Chi C. Cho
- Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA;
| | - Scott J. Strath
- Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA; (S.J.S.); (A.M.S.)
- Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA
- Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA;
| | - Ann M. Swartz
- Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA; (S.J.S.); (A.M.S.)
- Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA
- Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA;
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Influence of Sit-Stand Tables in Classrooms on Children's Sedentary Behavior and Teacher's Acceptance and Feasibility: A Mixed-Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19116727. [PMID: 35682305 PMCID: PMC9180937 DOI: 10.3390/ijerph19116727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 05/24/2022] [Accepted: 05/24/2022] [Indexed: 11/17/2022]
Abstract
Children spend over 70% of their school day sitting, most of the time in the classroom. Even when meeting physical activity guidelines but sitting for long uninterrupted periods, children are at risk of poorer health outcomes. With an approach to create an active learning environment through the implementation of sit-stand tables, this exploratory mixed-methods study aims to evaluate a holistic concept for reducing sedentary time in schools by implementing sit-stand tables as well as to examine the feasibility and didactic usability in classroom settings. Children from eight German schools aged 7 to 10 in primary schools and 11 to 13 in secondary schools (n = 211), allocated into control and intervention groups, were included in the study, as well as teachers (n = 13). An accelerometer was used as a quantitative measure to assess sitting and standing times and sport motoric tests were taken. Qualitative interviews were performed with teachers regarding feasibility and acceptance of the sit-stand tables. Independent t-test analysis adjusted for age, sex and school type found that sitting times of children in the intervention group could be reduced (by 30.54 min per school day of 6 h, p < 0.001) within all school and age levels. Overall, implementing sit-stand tables in classrooms serves as a feasible and effective opportunity to reduce sedentary behaviour and create an active learning environment.
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Wallace AL, Swartz AM, Cho CC, Kaiver CM, Sullivan RM, Lisdahl KM. Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:5684. [PMID: 35565079 PMCID: PMC9104799 DOI: 10.3390/ijerph19095684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 04/28/2022] [Accepted: 05/04/2022] [Indexed: 02/04/2023]
Abstract
Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at baseline and readministered before students switched desks and at the conclusion of the study. Results: There were no significant effects on cognition or behavioral ratings from standing-biased desk intervention. Grade significantly moderated the relationship between stand-biased desks and cognition in that third graders showed increased cognitive control (p = 0.02, f2 = 0.06). Further, sex moderated the relationship in that females at stand-biased desks showed increased cognitive control (p = 0.03, f2 = 0.04). Conclusions: These results suggest that stand-biased desks impact cognition depending on grade and sex, indicating a complex relationship that should be teased out further in future research. Stand-biased desks showed moderate improvements in cognition and no deleterious effects, suggesting that they may be a helpful classroom intervention for children in elementary school.
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Affiliation(s)
- Alexander L. Wallace
- Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA; (C.M.K.); (R.M.S.)
| | - Ann M. Swartz
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;
| | - Chi C. Cho
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;
| | - Christine M. Kaiver
- Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA; (C.M.K.); (R.M.S.)
| | - Ryan M. Sullivan
- Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA; (C.M.K.); (R.M.S.)
| | - Krista M. Lisdahl
- Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA; (C.M.K.); (R.M.S.)
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Li MH, Rudd J, Chow JY, Sit CHP, Wong SHS, Sum RKW. A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children. SPORTS MEDICINE - OPEN 2022; 8:55. [PMID: 35435541 PMCID: PMC9016088 DOI: 10.1186/s40798-022-00448-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 04/07/2022] [Indexed: 12/27/2022]
Abstract
Background The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children’s PA and health.
Method Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the “Quantity + Quality” blended PL group combining sit–stand desks and play-based recess (SSPlay), the “Quality” group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up. Results SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (− 2.96 vs − 5.15, p < 0.05) and Knowledge and Understanding (− 2.35 vs − 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention. Conclusion This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children’s school day has shown promise in supporting children’s all round development. PL intervention where environments are designed to increase the “Quantity + Quality” of children’s everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children’s PA in the school settings. Trial Registration: ChiCTR, ChiCTR2000035038. Registered 29 July 2020—Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038. Supplementary Information The online version contains supplementary material available at 10.1186/s40798-022-00448-5.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China.
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Heiland EG, Kjellenberg K, Tarassova O, Fernström M, Nyberg G, Ekblom MM, Helgadottir B, Ekblom Ö. ABBaH teens: Activity Breaks for Brain Health in adolescents: study protocol for a randomized crossover trial. Trials 2022; 23:22. [PMID: 34991692 PMCID: PMC8733916 DOI: 10.1186/s13063-021-05972-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 12/23/2021] [Indexed: 11/10/2022] Open
Abstract
Background Physical activity breaks are widely being implemented in school settings as a solution to increase academic performance and reduce sitting time. However, the underlying physiological mechanisms suggested to improve cognitive function from physical activity and the frequency, intensity, and duration of the breaks remain unknown. This study will investigate the effects of frequent, short physical activity breaks during prolonged sitting on task-related prefrontal cerebral blood flow, cognitive performance, and psychological factors. Additionally, the moderating and mediating effects of arterial stiffness on changes in cerebral blood flow will be tested. Methods This is a protocol for a randomized crossover study that will recruit 16 adolescents (13–14 years old). Participants will undergo three different conditions in a randomized order, on three separate days, involving sitting 80 min with a different type of break every 17 min for 3 min. The breaks will consist of (1) seated social breaks, (2) simple resistance activities, and (3) step-up activities. Before and after the 80-min conditions, prefrontal cerebral blood flow changes will be measured using functional near-infrared spectroscopy (primary outcome), while performing working memory tasks (1-, 2-, and 3-back tests). Arterial stiffness (augmentation index and pulse wave velocity) and psychological factors will also be assessed pre and post the 80-min interventions. Discussion Publication of this protocol will help to increase rigor in science. The results will inform regarding the underlying mechanisms driving the association between physical activity breaks and cognitive performance. This information can be used for designing effective and feasible interventions to be implemented in schools. Trial registration www.ClinicalTrials.gov, NCT04552626. Retrospectively registered on September 21, 2020. Supplementary Information The online version contains supplementary material available at 10.1186/s13063-021-05972-5.
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Affiliation(s)
- Emerald G Heiland
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden. .,Department of Surgical Sciences, Medical Epidemiology, Uppsala University, Dag Hammarskjölds väg 14B, 75185, Uppsala, Sweden.
| | - Karin Kjellenberg
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
| | - Olga Tarassova
- Department of Physiology, Nutrition, and Biomechanics, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
| | - Maria Fernström
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
| | - Gisela Nyberg
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden.,Department of Global Public Health, Karolinska Institutet, Solnavägen 1, 17177, Solna, Sweden
| | - Maria M Ekblom
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden.,Department of Neuroscience, Karolinska Institutet, Solnavägen 1, 17177, Solna, Sweden
| | - Björg Helgadottir
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden.,Division of Insurance Medicine, Department of Clinical Neuroscience, Karolinska Institutet, Solnavägen 1, 17177, Solna, Sweden
| | - Örjan Ekblom
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
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Chim HQ, de Groot RHM, Van Gerven PWM, Oude Egbrink MGA, Erkens RHJ, von Rango U, Broers JLV, Savelberg HHCM. The effects of standing in tutorial group meetings on learning: A randomized controlled trial. Trends Neurosci Educ 2021; 24:100156. [PMID: 34412860 DOI: 10.1016/j.tine.2021.100156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 05/28/2021] [Accepted: 06/07/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students. METHODS Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions. RESULTS Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions. CONCLUSION Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.
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Affiliation(s)
- H Q Chim
- Department of Nutrition and Movement Sciences, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, 6200 MD, the Netherlands.
| | - Renate H M de Groot
- Department of Complex Genetics, School of Nutrition and Translational Research in Metabolism (NUTRIM), FHML, Maastricht University, 6200 MD, the Netherlands; Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT, the Netherlands.
| | - Pascal W M Van Gerven
- Department of Educational Development and Research, SHE, FHML, Maastricht University, 6200 MD, the Netherlands.
| | | | - Roy H J Erkens
- Maastricht Science Programme, Faculty of Science and Engineering, Maastricht University, 6200 MD, the Netherlands.
| | - Ulrike von Rango
- Department of Anatomy & Embryology, Care and Public Health Research Institute (CAPHRI), FHML, Maastricht University, 6200 MD, the Netherlands.
| | - Jos L V Broers
- Department of Genetics and Cell Biology, School for Cardiovascular Diseases (CARIM), Maastricht University Medical Center, 6202 AZ, the Netherlands.
| | - Hans H C M Savelberg
- Department of Nutrition and Movement Sciences, SHE, NUTRIM, FHML, Maastricht University, 6200 MD, the Netherlands.
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12
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Grosprêtre S, Ennequin G, Peseux S, Isacco L. Feasibility and acceptability of "active" classroom workstations among French university students and lecturers: a pilot study. BMC Public Health 2021; 21:1001. [PMID: 34044813 PMCID: PMC8161641 DOI: 10.1186/s12889-021-11074-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 05/13/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Sedentary lifestyles plague today's society in terms of physical, psychosocial and cognitive health. Students are particularly at risk because they spend most of their daily time sitting and inactive. The current pedagogical model must be rethought in order to promote students' health, well-being and therefore their success. The objective of this project was to equip one classroom of the sport science department at a university with various active workstations (standing desks, Swiss balls, cycling desks, pedal- or stepper-board) and to evaluate the feasibility and influence of these types of active workstations on the cognitive and psychological factors of the students, and to collect the feedback of lecturers during this experience. METHODS Participation in the study was voluntary and students had the opportunity to choose or not to use an active workstation during lectures. A total of 663 students and 14 lecturers completed a survey to evaluate subjective feelings about physical, psycho-cognitive and academic aspects after their first experience with active workstations in the classroom. RESULTS The majority of students and lecturers reported positive effects of active workstations in reducing fatigue, distraction, and boredom. The preferred active workstations were the cycling desks and the Swiss balls. Finally, 89.4% of students favoured using active workstations in future lectures if they had the option, as well as 71% of lecturers, demonstrating the acceptance of such active workstations. CONCLUSION The present study brings promising results toward a more general implementation of active workstations in universities. Once a familiarisation period is observed, having such workstations in the classroom could help prevent the deleterious effect of sedentary behaviour and promote a more active daily life for the future.
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Affiliation(s)
- Sidney Grosprêtre
- EA4660, C3S Culture Sport Health Society, UPFR Sports, 31, Chemin de l'Epitaphe, 25000, Besançon, France. .,Université de Bourgogne-Franche-Comté, Besançon, France.
| | - Gael Ennequin
- Université Clermont Auvergne, CRNH, AME2P, F-63000, Clermont-Ferrand, France
| | - Sophie Peseux
- Université de Bourgogne-Franche-Comté, Besançon, France
| | - Laurie Isacco
- Université Clermont Auvergne, CRNH, AME2P, F-63000, Clermont-Ferrand, France.,EA3920 Prognostic Markers and Regulatory Factors of Cardiovascular Diseases and Exercise Performance Health Innovation (EPSI) platform, Univ. Bourgogne Franche-Comte, Besançon, France
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13
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Chrisman MS, Wright R, Purdy W. College Classroom Instructors Can Effectively Promote Standing among Students Provided with Standing Desks. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094464. [PMID: 33922334 PMCID: PMC8122831 DOI: 10.3390/ijerph18094464] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 04/08/2021] [Accepted: 04/21/2021] [Indexed: 02/06/2023]
Abstract
Standing desks may reduce sedentary behaviors in college students. Students at one mid-size urban university in the Midwestern United States were randomized into intervention (n = 21) and control groups (n = 27) to assess standing time when given access to standing desks. The intervention group received visual and oral instructor prompts to stand, while the control received no prompts during a 50 min lecture. All students were provided with adjustable tabletop standing desks. ActivPAL accelerometers measured sitting and standing time. A brief survey assessed student preferences, including facilitators and barriers to standing. Mean standing time was greater in the intervention vs. control group (26 vs. 17 min, p = 0.023). Students tended to stand in the corners and edges of the room. Main facilitators for standing included to break up sitting, reduce back pain, and increase attention and focus; main barriers were not wanting to distract others or be the only one standing. In total, 87.5% of intervention group participants found five prompts to stand were adequate. Students increased standing time in class when provided with standing desks and instructor prompts to stand. Findings can inform the layout of classrooms and when and how to promote standing desks during lectures.
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14
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Guirado T, Chambonnière C, Chaput JP, Metz L, Thivel D, Duclos M. Effects of Classroom Active Desks on Children and Adolescents' Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18062828. [PMID: 33802133 PMCID: PMC7999033 DOI: 10.3390/ijerph18062828] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 03/01/2021] [Accepted: 03/02/2021] [Indexed: 12/21/2022]
Abstract
The purpose of this systematic review was to examine the effects of active desks in the school setting on sedentary behavior, physical activity, academic achievements and overall health among children and adolescents aged 5-17 years. A systematic literature search was conducted using five databases until October 2020. Twenty-three studies were included. Studies reported an increase of around 36% in energy expenditure for cycling desks and between 15% and 27.7% for upright active desks. Children increased inhibitory control and selective attention capacity while using cycling desks. A heterogeneous quality of design and of results were observed limiting comparisons and conclusions for each active desk. Despite the lack of strong methodology for the included studies, active desks appear to be a promising intervention in classrooms to improve health-related outcomes in children aged 5-17 years. Due to weak methodology, future studies with stronger study designs and methodology are needed to better inform policy and practice about the role of classroom active desks on health-related outcomes in children and adolescents.
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Affiliation(s)
- Terry Guirado
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, (AME2P), UE3533, Clermont Auvergne University, 63170 Aubiere, France; (C.C.); (L.M.); (D.T.)
- Auvergne Research Center for Human Nutrition (CRNH), 63000 Clermont-Ferrand, France;
- National Research Institute for Agriculture, Food and Environment (INRAE), 63000 Clermont-Ferrand, France
- Correspondence: ; Tel./Fax: +33-473405488
| | - Camille Chambonnière
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, (AME2P), UE3533, Clermont Auvergne University, 63170 Aubiere, France; (C.C.); (L.M.); (D.T.)
- Auvergne Research Center for Human Nutrition (CRNH), 63000 Clermont-Ferrand, France;
- National Research Institute for Agriculture, Food and Environment (INRAE), 63000 Clermont-Ferrand, France
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1, Canada;
| | - Lore Metz
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, (AME2P), UE3533, Clermont Auvergne University, 63170 Aubiere, France; (C.C.); (L.M.); (D.T.)
- Auvergne Research Center for Human Nutrition (CRNH), 63000 Clermont-Ferrand, France;
| | - David Thivel
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, (AME2P), UE3533, Clermont Auvergne University, 63170 Aubiere, France; (C.C.); (L.M.); (D.T.)
- Auvergne Research Center for Human Nutrition (CRNH), 63000 Clermont-Ferrand, France;
| | - Martine Duclos
- Auvergne Research Center for Human Nutrition (CRNH), 63000 Clermont-Ferrand, France;
- National Research Institute for Agriculture, Food and Environment (INRAE), 63000 Clermont-Ferrand, France
- Department of Sport Medicine and Functional Explorations, Clermont-Ferrand University Hospital, G. Montpied Hospital, 63000 Clermont-Ferrand, France
- UFR Médecine, Clermont Auvergne University, BP 10448, 63000 Clermont-Ferrand, France
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15
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Kirschner M, Golsteijn RH, Sijben SM, Singh AS, Savelberg HH, de Groot RH. A Qualitative Study of the Feasibility and Acceptability of Implementing 'Sit-To-Stand' Desks in Vocational Education and Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030849. [PMID: 33498208 PMCID: PMC7908529 DOI: 10.3390/ijerph18030849] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 01/14/2021] [Accepted: 01/18/2021] [Indexed: 12/03/2022]
Abstract
While it has been shown that interrupting a person’s sedentary behaviour has the potential to improve cognitive, physical and mental health, a large part of time that students spend in school is sedentary. As research has shown that approximately 80% of vocational education and training (VET) students have an unhealthy sedentary lifestyle, implementing “sit-to-stand” (StS) desks could interrupt sedentary behaviour and promote healthier behaviour. Therefore, the acceptability and feasibility of using such desks in the VET setting should be investigated. Using semi-structured focus group interviews analysed via deductive content analysis, the opinions of 33 students for the following topics were assessed: (1) usage of the standing option of the desks (2) reasons for standing in class (3) experienced effect of standing behind the desk, and (4) fostering future StS desks usage. Although VET students are aware of the potential benefits of using StS desks, they need to be actively stimulated and motivated by teachers to use them. In addition, time is needed to get into the habit of standing. Thus, for successful implementation of StS desks in the VET setting, all stakeholders (i.e., students, teachers, schoolboards) should be actively involved in stimulating the healthy behaviour of VET students.
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Affiliation(s)
- Mara Kirschner
- Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands; (R.H.J.G.); (S.M.S.); (R.H.M.d.G.)
- Correspondence:
| | - Rianne H.J. Golsteijn
- Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands; (R.H.J.G.); (S.M.S.); (R.H.M.d.G.)
| | - Sanne M. Sijben
- Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands; (R.H.J.G.); (S.M.S.); (R.H.M.d.G.)
| | | | - Hans H.C.M. Savelberg
- Department of Nutrition and Movement Sciences, School of Health Professions Education (SHE) and School of Nutrition and Translational Research in Metabolism (NUTRIM), FHML, Maastricht University, 6229 GT Maastricht, The Netherlands;
| | - Renate H.M. de Groot
- Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands; (R.H.J.G.); (S.M.S.); (R.H.M.d.G.)
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16
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Yeung MK. An optical window into brain function in children and adolescents: A systematic review of functional near-infrared spectroscopy studies. Neuroimage 2020; 227:117672. [PMID: 33359349 DOI: 10.1016/j.neuroimage.2020.117672] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 12/12/2020] [Accepted: 12/12/2020] [Indexed: 12/14/2022] Open
Abstract
Despite decades of research, our understanding of functional brain development throughout childhood and adolescence remains limited due to the challenges posed by certain neuroimaging modalities. Recently, there has been a growing interest in using functional near-infrared spectroscopy (fNIRS) to elucidate the neural basis of cognitive and socioemotional development and identify the factors shaping these types of development. This article, focusing on the fNIRS methods, presents an up-to-date systematic review of fNIRS studies addressing the effects of age and other factors on brain functions in children and adolescents. Literature searches were conducted using PubMed and PsycINFO. A total of 79 fNIRS studies involving healthy individuals aged 3-17 years that were published in peer-reviewed journals in English before July 2020 were included. Six methodological aspects of these studies were evaluated, including the research design, experimental paradigm, fNIRS measurement, data preprocessing, statistical analysis, and result presentation. The risk of bias, such as selective outcome reporting, was assessed throughout the review. A qualitative synthesis of study findings in terms of the factor effects on changes in oxyhemoglobin concentration was also performed. This unregistered review highlights the strengths and limitations of the existing literature and suggests directions for future research to facilitate the improved use of fNIRS in developmental cognitive neuroscience research.
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Affiliation(s)
- Michael K Yeung
- Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Canada; Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, China.
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17
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Jung JY, Cho HY, Kang CK. Brain activity during a working memory task in different postures: an EEG study. ERGONOMICS 2020; 63:1359-1370. [PMID: 32552557 DOI: 10.1080/00140139.2020.1784467] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Accepted: 06/07/2020] [Indexed: 06/11/2023]
Abstract
While working is more comfortable in a supine position and healthier in a standing, most people work in a sitting. However, it is unclear whether there are differences in brain activity efficiency in different postures. Here, we, therefore, compared changes in brain activity across three different postures to determine the optimal posture for performing working memory tasks. Their effect on brain activity was examined using EEG signals together with the information of accuracy and reaction times during 2-back task in 24 subjects. Substantial differences in brain waves were observed at sitting and standing positions compared to the supine, especially in delta waves and frontal lobe, where is known to improve the modulation of brain activity efficiently. Brain efficiency was higher during standing and sitting than in a supine. These findings show that postural changes may affect the efficiency of brain activity during working memory tasks. Practitioner summary: Differences in brain efficiency between different postures during working memory tasks have not been explored. This study suggests that efficiency in several brain areas is higher during sitting and standing than in a supine position. This finding has important implications regarding workplace environments. Furthermore, this result would be useful to improve accomplishment and reduce negative effects of work posture. Abbreviations: EEG: electroencephalogram; PSQI: Pittsburgh sleep quality index; KSS: Karolinska sleepiness scale; FFT: fast fourier transform; ROI: region of interest; ANS: autonomic nervous system; Fp: prefrontal; AF: anterior frontal; frontal; Fz: midline frontal; temporal; central; Cz: midline central; P: parietal; Pz: midline parietal; O: occipital; Oz: midline occipital.
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Affiliation(s)
- Ju-Yeon Jung
- Department of Health Science, Gachon University Graduate School, Incheon, Republic of Korea
| | - Hwi-Young Cho
- Department of Health Science, Gachon University Graduate School, Incheon, Republic of Korea
- Department of Physical Therapy, Gachon University, Incheon, Republic of Korea
| | - Chang-Ki Kang
- Department of Health Science, Gachon University Graduate School, Incheon, Republic of Korea
- Neuroscience Research Institute, Gachon University, Incheon, Republic of Korea
- Gachon Advanced Institute for Health Sciences and Technology, Gachon University, Incheon, Republic of Korea
- Department of Radiological Science, Gachon University, Incheon, Republic of Korea
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18
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Swartz AM, Tokarek NR, Strath SJ, Lisdahl KM, Cho CC. Attentiveness and Fidgeting While Using a Stand-Biased Desk in Elementary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17113976. [PMID: 32512690 PMCID: PMC7312723 DOI: 10.3390/ijerph17113976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 05/29/2020] [Accepted: 05/29/2020] [Indexed: 12/03/2022]
Abstract
Standing desks are a viable option to decrease sedentary time in the classroom. However, it is important that standing desks are not detrimental to classroom behavior or learning. The purpose of this study was to evaluate the impact of stand-biased desks on fidgeting and attentiveness. Ninety-seven students in grades 3, 4, and 6 (ages 8–12 years) volunteered to participate in this study. The intervention employed a within-classroom crossover design, with teacher-determined allocation for seating within each classroom and included the replacement of one-half of the traditional sitting desks with stand-biased desks. Direct observation of student’s attentive and fidgeting behaviors occurred at three assessment periods, at baseline when all students were in a sitting desk condition and at the end of each nine-week intervention. Stand-biased desks did not influence fidgeting behavior, but did have an impact on attentive behavior. Students that were less attentive at baseline had a 40–80% increase incidence rate in non-attentive behavior while in the traditional desk as compared to the stand-biased desk after the intervention. While fidgeting and non-attentive episodes (p = 0.034) were significantly related, the type of desk did not significantly moderate this relationship (p = 0.810). Standing desks can be incorporated into the classroom without negatively influencing classroom behavior.
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Affiliation(s)
- Ann M. Swartz
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA; (N.R.T.); (S.J.S.)
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA;
- Correspondence: ; Tel.: +1-414-229-4242
| | - Nathan R. Tokarek
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA; (N.R.T.); (S.J.S.)
| | - Scott J. Strath
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA; (N.R.T.); (S.J.S.)
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA;
| | - Krista M. Lisdahl
- Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA;
| | - Chi C. Cho
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA;
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Dockrell S, Forde C, Gormley J. Comparison of energy expenditure of tasks in standing and sitting in adolescent girls. Work 2020; 66:17-23. [DOI: 10.3233/wor-203146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
- Sara Dockrell
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Ireland
| | - Cuisle Forde
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Ireland
| | - John Gormley
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Ireland
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20
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Clemes SA, Bingham DD, Pearson N, Chen YL, Edwardson C, McEachan R, Tolfrey K, Cale L, Richardson G, Fray M, Altunkaya J, Bandelow S, Jaicim NB, Barber SE. Sit–stand desks to reduce sedentary behaviour in 9- to 10-year-olds: the Stand Out in Class pilot cluster RCT. PUBLIC HEALTH RESEARCH 2020. [DOI: 10.3310/phr08080] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Background
Sedentary behaviour (sitting) is a highly prevalent negative health behaviour, with individuals of all ages exposed to environments that promote prolonged sitting. The school classroom represents an ideal setting for environmental change through the provision of sit–stand desks.
Objectives
The aim of this study was to undertake a pilot cluster randomised controlled trial of the introduction of sit–stand desks in primary school classrooms, to inform a definitive trial. Objectives included providing information on school and participant recruitment and retention, acceptability of the intervention, and outcome measures. A preliminary estimate of the intervention’s effectiveness on the proposed primary outcome (change in weekday sitting time) for inclusion in a definitive trial was calculated, along with a preliminary assessment of potential cost-effectiveness. A full process evaluation was also undertaken.
Design
A two-armed pilot cluster randomised controlled trial with economic and qualitative evaluations. Schools were randomised on a 1 : 1 basis to the intervention (n = 4) or control (n = 4) trial arms.
Setting
Primary schools in Bradford, West Yorkshire, UK.
Participants
Children in Year 5 (i.e. aged 9–10 years).
Intervention
Six sit–stand desks replaced three standard desks (sitting six children) in the intervention classrooms for 4.5 months. Teachers were encouraged to ensure that all pupils were exposed to the sit–stand desks for at least 1 hour per day, on average, using a rotation system. Schools assigned to the control arm continued with their usual practice.
Main outcome measures
Trial feasibility outcomes included school and participant recruitment and attrition, acceptability of the intervention, and acceptability of and compliance with the proposed outcome measures [including weekday sitting measured using activPAL™ (PAL Technologies Ltd, Glasgow, UK) accelerometers, physical activity, adiposity, blood pressure, cognitive function, musculoskeletal comfort, academic progress, engagement and behaviour].
Results
Thirty-three per cent of schools approached and 75% (n = 176) of eligible children took part. At the 7-month follow-up, retention rates were 100% for schools and 97% for children. Outcome measure completion rates ranged from 63% to 97%. A preliminary estimate of intervention effectiveness, from a weighted linear regression model (adjusting for baseline sitting time and wear time) revealed a mean difference in change in sitting of –30.6 minutes per day (95% confidence interval –56.42 to –4.84 minutes per day) between the intervention and control trial arms. The process evaluation revealed that the intervention, recruitment and evaluation procedures were acceptable to teachers and children, with the exception of minor issues around activPAL attachment. A preliminary within-trial economic analysis revealed no difference between intervention and control trial arms in health and education resource use or outcomes. Long-term modelling estimated an unadjusted incremental cost-effectiveness ratio of Stand Out in Class of £78,986 per quality-adjusted life-year gained.
Conclusion
This study has provided evidence of the acceptability and feasibility of the Stand Out in Class intervention and evaluation methods. Preliminary evidence suggests that the intervention may have a positive direction of effect on weekday sitting time, which warrants testing in a full cluster randomised controlled trial. Lessons learnt from this trial will inform the planning of a definitive trial.
Trial registration
Current Controlled Trials ISRCTN12915848.
Funding
This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 8. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Stacy A Clemes
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
- National Institute for Health Research Leicester Biomedical Research Centre, Leicester, UK
| | - Daniel D Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Natalie Pearson
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | - Yu-Ling Chen
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | - Charlotte Edwardson
- National Institute for Health Research Leicester Biomedical Research Centre, Leicester, UK
- Diabetes Research Centre, University of Leicester, Leicester, UK
| | - Rosemary McEachan
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Keith Tolfrey
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
- National Institute for Health Research Leicester Biomedical Research Centre, Leicester, UK
| | - Lorraine Cale
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | | | - Mike Fray
- Loughborough Design School, Loughborough University, Loughborough, UK
| | | | - Stephan Bandelow
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | | | - Sally E Barber
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
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21
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van Delden ALEQ, Band GPH, Slaets JPJ. A good beginning: study protocol for a group-randomized trial to investigate the effects of sit-to-stand desks on academic performance and sedentary time in primary education. BMC Public Health 2020; 20:70. [PMID: 31941471 PMCID: PMC6964001 DOI: 10.1186/s12889-019-8135-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2019] [Accepted: 12/30/2019] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Sedentary behavior is associated with health risks and academic under-achievement in children. Still, children spend a large part of their waking hours sitting at a desk at school. Recent short-term studies demonstrated the potential of sit-to-stand desks to reduce sitting time in primary education. The program of "A Good Beginning" was conceived to assess the long-term effects of sit-to-stand desks on sitting time in primary education, and to examine how sit-to-stand desks versus regular desks relate to academic performance, and measures of executive functioning, health and wellbeing. The present paper describes the design of this group-randomized trial, which started in 2017 and will be completed in 2019. METHODS Children of two grade-three groups (age 8-9) following regular primary education in Leiden, The Netherlands, were recruited. A coin toss determined which group is the experimental group; the other group is the control group. All children in the experimental group received sit-to-stand desks. They are invited and motivated to reduce sedentary time at school, however, it is their own choice to sit or stand. Children in the control group use regular desks. Otherwise, both groups receive regular treatment. Outcomes are assessed at baseline (T0) and at five follow-up sessions (T1-T5) alternately in winter and summer seasons over three academic years. Primary outcome measures are academic performance, and the proportion of sitting time at school, measured with a 3D accelerometer. Secondary outcome measures are a number of measures related to executive functioning (e.g., N-back task for working memory), health (e.g., height and weight for BMI), and wellbeing (e.g., KIDSCREEN-52 for Quality of Life). DISCUSSION A Good Beginning is a two-and-a-half-year research program, which aims to provide a better understanding of the long-term effects of sit-to-stand desks on sedentary time at school and the relation between sitting time reduction and academic performance, executive functioning, health and wellbeing. The findings may serve as useful information for policy making and practical decision making for school and classroom environments. TRIAL REGISTRATION The program of "A Good Beginning" is registered at the Netherlands Trial Register (NTR, https://www.trialregister.nl), number NL6166, registration date 24 November 2016.
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Affiliation(s)
- A Lex E Q van Delden
- Leyden Academy on Vitality and Ageing, Leiden, The Netherlands.
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, The Netherlands.
| | - Guido P H Band
- Cognitive Psychology Unit, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Joris P J Slaets
- Leyden Academy on Vitality and Ageing, Leiden, The Netherlands
- Center for Geriatric Medicine, University Medical Center Groningen, Groningen, The Netherlands
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22
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Rhee J, Benden ME. Stand-Biased Desk Intervention on Sleep Quality of High School Students: A Pilot Study Using Tri-Axial Accelerometery. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 17:ijerph17010037. [PMID: 31861545 PMCID: PMC6981534 DOI: 10.3390/ijerph17010037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Revised: 12/16/2019] [Accepted: 12/18/2019] [Indexed: 11/16/2022]
Abstract
Prolonged sitting is related to a sedentary inactive lifestyle and related to obesity and many metabolic problems caused by inactivity. The problem gets more serious for people who spent most of their work time in a seated position like students or office workers. In this study, we provided standing desk and stool to the local public high school and observed the changes in their behavior in terms of physical activity using tri-axial accelerometer before and after intervention. Previously published study using the same dataset under the larger project reported increased physical activity during school hours. In this study, we extracted more diverse features directly from the raw data instead of using data processed by the software that manufacturer provided. Hence, we were able to analyze the same features (sedentary, physically active time) as well as sleep-related variables. Of the interest, sleep is another important feature that can tell us about participants’ health conditions. Even if the intervention contributed to updating their behavioral patterns, the result might be nullified in the long run if their sleep pattern was compromised. The quantity and quality of sleep was not changed after the intervention. Therefore, the efficacy of standing desks has been confirmed again.
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Díez-Álamo AM, Díez E, Alonso MA, Fernandez A. Absence of posture-dependent and posture-congruent memory effects on the recall of action sentences. PLoS One 2019; 14:e0226297. [PMID: 31830104 PMCID: PMC6907800 DOI: 10.1371/journal.pone.0226297] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2019] [Accepted: 11/24/2019] [Indexed: 01/10/2023] Open
Abstract
In two experiments with large samples of participants, we explored contextual memory effects associated with body posture, which was considered a physical and proprioceptive context and, therefore, potentially relevant to the encoding and retrieval of information. In Experiment 1 (N = 128), we studied the effect of context dependence on memory by manipulating the body posture adopted by the participants during the incidental encoding and subsequent recall of a series of action sentences not intrinsically associated with particular body postures (e.g., “to put on a pair of glasses”, “to look at a postcard”). Memory performance was not affected by context manipulation, as reflected by the absence of significant differences between remembering while in the posture adopted at study or in a different posture. Experiment 2 (N = 85) was designed to analyze context congruency memory effects, and for that purpose we manipulated the participants' body posture during the recall of sentences that described actions usually performed in body postures that were congruent or incongruent with the posture of the participants (e.g., recalling the sentence “to travel by taxi” while sitting or while standing). A content-neutral posture (lying) was used for the incidental encoding phase. Memory performance was not affected by contextual congruency at the time of recall, as evidenced by the lack of significant differences between recalling in a posture congruent with the content to be recalled and recalling in an alternative posture. Bayesian analyses supported the strength of null findings in the two experiments, adding to the evidence that, when taken together, the results in this study clearly failed to show contextual memory effects of body posture on the recall of action-related verbal statements.
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Affiliation(s)
- Antonio M. Díez-Álamo
- Departamento de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad de Salamanca, Salamanca, Spain
- Instituto Universitario de Integración en la Comunidad (INICO), Universidad de Salamanca, Salamanca, Spain
- * E-mail:
| | - Emiliano Díez
- Departamento de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad de Salamanca, Salamanca, Spain
- Instituto Universitario de Integración en la Comunidad (INICO), Universidad de Salamanca, Salamanca, Spain
| | - María A. Alonso
- Instituto Universitario de Integración en la Comunidad (INICO), Universidad de Salamanca, Salamanca, Spain
- Departamento de Psicología Cognitiva, Social y Organizacional, Universidad de La Laguna, Tenerife, Spain
- Instituto Universitario de Neurociencia (IUNE), Universidad de La Laguna, Tenerife, Spain
| | - Angel Fernandez
- Departamento de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad de Salamanca, Salamanca, Spain
- Instituto Universitario de Integración en la Comunidad (INICO), Universidad de Salamanca, Salamanca, Spain
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Doroff CE, Langford EL, Ryan GA, Snarr RL. Effects of Active Sitting on Reading and Typing Task Productivity. INTERNATIONAL JOURNAL OF EXERCISE SCIENCE 2019; 12:1216-1224. [PMID: 31839855 PMCID: PMC6886608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Increased sedentary behavior and reduced physical activity among children and adults has led to the advent of various active devices to combat these behaviors. Active sitting, consisting of modified chairs or stability balls, allows the body to stay dynamic while seated. While research has evaluated the health benefits of active sitting, minimal research has shown the effects of active sitting on productivity in adult populations. The purpose was to evaluate the effects of various chairs (active versus non-active) on typing and reading task productivity. Twenty adult participants performed typing and reading tasks for 10-minutes while sitting on each of the following: standard chair (SC), stability ball (SB), and active sitting chair (ST). Reading comprehension (RC), words per minute (WPM), accuracy, and errors were measured following each task. Additionally, perceived productivity was measured using a self-reported rating of difficulty scale (1-10). In terms of RC, there was no difference between the chairs (p = 0.16). However, perceived productivity was significantly greater on the SC as compared to SB (p < 0.01) and ST (p < 0.01). For the typing task, no differences were demonstrated for errors (p = 0.87) or accuracy (p = 0.91). However, WPM was significantly greater on SC (38.8 ± 10.5) compared to ST (35.9 ± 9.5) (p = 0.02). For perceived typing productivity, SC and SB demonstrated significantly greater values compared to ST (p < 0.01). Results suggest that various types of active sitting may have a minimal negative effect on workplace performance and perceived productivity.
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Affiliation(s)
- Claire E Doroff
- Department of Health Sciences and Kinesiology, Georgia Southern University, Statesboro, GA, USA
| | - Emily L Langford
- Department of Health Sciences and Kinesiology, Georgia Southern University, Statesboro, GA, USA
- Department of Kinesiology and Health Promotion, University of Kentucky, Lexington, KY, USA
| | - Greg A Ryan
- Department of Health Sciences and Kinesiology, Georgia Southern University, Statesboro, GA, USA
| | - Ronald L Snarr
- Department of Health Sciences and Kinesiology, Georgia Southern University, Statesboro, GA, USA
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Lv Y, Cai L, Gui Z, Zeng X, Tan M, Wan N, Lai L, Lu S, Tan W, Chen Y. Effects of physical activity and sedentary behaviour on cardiometabolic risk factors and cognitive function in children: protocol for a cohort study. BMJ Open 2019; 9:e030322. [PMID: 31676650 PMCID: PMC6830669 DOI: 10.1136/bmjopen-2019-030322] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
Abstract
INTRODUCTION Although studies showed that physical activity (PA) and sedentary behaviour (SB) were associated with cardiometabolic risk factors and cognitive function, both independent and combined associations among them are inconsistent. Cardiometabolic risk factors are also associated with cognitive function, but research of children is limited. Additionally, the brain level mechanisms have not been fully established. The proposed study aims to explore the associations and mechanisms of PA and SB on cognitive function and cardiometabolic risk factors in children. METHODS AND ANALYSIS This is a school-based prospective cohort study. A total of 8324 participants of this study are primary school students aged 7-12 years old who are followed up every 2 years from January 2017 to December 2026. We used a stratified cluster random sampling to select five primary schools in Guangzhou, China. There are three phases at baseline. At phase I, we collect PA, SB and cognitive function by questionnaires and also conduct anthropometric and biochemical measurements in all participants. At phase II, PA, SB and cognitive function are measured respectively by accelerometers and cognitive tasks among participants randomly selected from four subgroups with different SB and PA levels. At phase III, event-related potentials are recorded using electroencephalogram during a cognitive task among participants randomly selected from phase II. We plan to follow-up all participants until they graduate from high school. The process applied at baseline and follow-up are approximately identical. ETHICS AND DISSEMINATION Procedures described in this manuscript have been approved by the Ethical Review Committee for Biomedical Research, School of Public Health, Sun Yat-sen University (L2016-010). All parents or guardians of participants signed the informed consent form voluntarily before participating in the study. The findings of the study will be published in peer-reviewed journals. TRIAL REGISTRATION NUMBER NCT03582709.
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Affiliation(s)
- Yajie Lv
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Li Cai
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Zhaohuan Gui
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Xia Zeng
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Minyi Tan
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Nianqing Wan
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Lijuan Lai
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Shaomin Lu
- Department of Child Health, Guangzhou Women and Children's Medical Center, Guangzhou, China
| | - Weiqing Tan
- Health Promotion Center for Primary and Secondary Schools of Guangzhou Municipality, Guangzhou, China
| | - Yajun Chen
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
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Valkenborghs SR, Noetel M, Hillman CH, Nilsson M, Smith JJ, Ortega FB, Lubans DR. The Impact of Physical Activity on Brain Structure and Function in Youth: A Systematic Review. Pediatrics 2019; 144:peds.2018-4032. [PMID: 31554668 DOI: 10.1542/peds.2018-4032] [Citation(s) in RCA: 85] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/16/2019] [Indexed: 11/24/2022] Open
Abstract
CONTEXT Advances in neuroimaging techniques have resulted in an exponential increase in the number of studies investigating the effects of physical activity on brain structure and function. Authors of studies have linked physical activity and fitness with brain regions and networks integral to cognitive function and scholastic performance in children and adolescents but findings have not been synthesized. OBJECTIVE To conduct a systematic review of studies in which the impact of physical activity on brain structure and function in children and adolescents is examined. DATA SOURCES Six electronic databases (PubMed, PsychINFO, Scopus, Ovid Medline, SportDiscus, and Embase) were systematically searched for experimental studies published between 2002 and March 1, 2019. STUDY SELECTION Two reviewers independently screened studies for inclusion according to predetermined criteria. DATA EXTRACTION Two reviewers independently extracted data for key variables and synthesized findings qualitatively. RESULTS Nine studies were included (task-based functional MRI [n = 4], diffusion tensor imaging [n = 3], arterial spin labeling [n = 1], and resting-state functional MRI [n = 1]) in which results for 5 distinct and 4 similar study samples aged 8.7 ± 0.6 to 10.2 ± 1.0 years and typically of relatively low socioeconomic status were reported. Effects were reported for 12 regions, including frontal lobe (n = 3), parietal lobe (n = 3), anterior cingulate cortex (n = 2), hippocampus (n = 1), and several white matter tracts and functional networks. LIMITATIONS Findings need to be interpreted with caution as quantitative syntheses were not possible because of study heterogeneity. CONCLUSIONS There is evidence from randomized controlled trials that participation in physical activity may modify white matter integrity and activation of regions key to cognitive processes. Additional larger hypothesis-driven studies are needed to replicate findings.
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Affiliation(s)
- Sarah Ruth Valkenborghs
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, University Drive, Callaghan, New South Wales, Australia
| | - Michael Noetel
- Faculty of Health Sciences, School of Behavioural and Health Sciences, Australian Catholic University, Banyo, Queensland, Australia
| | - Charles H Hillman
- Departments of Psychology and.,Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, Massachusetts
| | - Michael Nilsson
- Centre for Rehab Innovations, University of Newcastle and Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia; and
| | - Jordan J Smith
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, University Drive, Callaghan, New South Wales, Australia
| | - Francisco B Ortega
- Department of Physical Education and Sports, Faculty of Sports Sciences, University of Granada, Granada, Spain
| | - David Revalds Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, University Drive, Callaghan, New South Wales, Australia;
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Garrett G, Zhao H, Pickens A, Mehta R, Preston L, Powell A, Benden M. Computer-based Prompt's impact on postural variability and sit-stand desk usage behavior; a cluster randomized control trial. APPLIED ERGONOMICS 2019; 79:17-24. [PMID: 31109458 DOI: 10.1016/j.apergo.2019.04.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2018] [Revised: 01/05/2019] [Accepted: 04/08/2019] [Indexed: 06/09/2023]
Abstract
Sit-to-stand workstations have been deployed in office environments to reduce sedentary behavior and improve worker's health. However, efforts to initiate and sustain long-term usage of sit-stand workstations has been a challenge, with primarily anecdotal evidence suggesting many employees cease using their sit-stand workstations once the newness diminishes. To objectively determine sit-stand workstation usage and what impact computer-based prompts would have on sit-stand desk use and sustainability, 200 office workers (118 control and 82 treatment) in two different geographic locations were continuously monitored over a 4 ½ month period, which consisted of a 6-week baseline and a 3-month experimental period. During the 3-month experimental period, computer-based prompts elicited a 229% increase in daily standing transitions which was sustained over the entire 3 months with 40% of the participants adhering to a pre-determined sit to stand schedule. These findings indicate that the use of computer-based prompts can be used to motivate employees to change their behavior regarding the use of sit-to-stand workstations.
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Affiliation(s)
- Gregory Garrett
- Department of Environmental & Occupational Health, Texas A&M School of Public Health, College Station, TX, 77843, USA.
| | - Hongwei Zhao
- Department of Epidemiology & Biostatistics, Texas A&M School of Public Health, College Station, TX, 77843, USA.
| | - Adam Pickens
- Department of Environmental & Occupational Health, Texas A&M School of Public Health, College Station, TX, 77843, USA.
| | - Ranjana Mehta
- Department of Environmental & Occupational Health, Texas A&M School of Public Health, College Station, TX, 77843, USA.
| | - Leigh Preston
- Department of Epidemiology & Biostatistics, Texas A&M School of Public Health, College Station, TX, 77843, USA.
| | - Amy Powell
- OE/HES Center, Chevron USA INC, San Ramon, CA, 94583, USA.
| | - Mark Benden
- Department of Environmental & Occupational Health, Texas A&M School of Public Health, College Station, TX, 77843, USA.
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Kidokoro T, Shimizu Y, Edamoto K, Annear M. Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16111892. [PMID: 31146330 PMCID: PMC6603736 DOI: 10.3390/ijerph16111892] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/08/2019] [Revised: 05/27/2019] [Accepted: 05/28/2019] [Indexed: 12/02/2022]
Abstract
The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.
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Affiliation(s)
- Tetsuhiro Kidokoro
- Department of Health & Physical, Education College of Arts & Science, International Christian University, 3-10-2 Osawa, Mitaka, Tokyo 181-8585, Japan.
| | - Yasuo Shimizu
- Department of Health & Physical, Education College of Arts & Science, International Christian University, 3-10-2 Osawa, Mitaka, Tokyo 181-8585, Japan.
| | - Kanako Edamoto
- Department of Education, Faculty of Letters, Kanazawa Gakuin University, 10 Sue-machi, Kanazawa, Ishikawa 920-1392, Japan.
| | - Michael Annear
- Department of Health & Physical, Education College of Arts & Science, International Christian University, 3-10-2 Osawa, Mitaka, Tokyo 181-8585, Japan.
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Swartz AM, Tokarek NR, Lisdahl K, Maeda H, Strath SJ, Cho CC. Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16060933. [PMID: 30875890 PMCID: PMC6466009 DOI: 10.3390/ijerph16060933] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2019] [Revised: 03/11/2019] [Accepted: 03/12/2019] [Indexed: 02/03/2023]
Abstract
The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods: This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. Results: A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary (p < 0.001) and less active (p < 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time (p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. Conclusion: The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.
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Affiliation(s)
- Ann M Swartz
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
| | - Nathan R Tokarek
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
| | - Krista Lisdahl
- Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
| | - Hotaka Maeda
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
| | - Scott J Strath
- Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
| | - Chi C Cho
- Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
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Nooijen CFJ, Blom V, Ekblom Ö, Ekblom MM, Kallings LV. Improving office workers' mental health and cognition: a 3-arm cluster randomized controlled trial targeting physical activity and sedentary behavior in multi-component interventions. BMC Public Health 2019; 19:266. [PMID: 30836957 PMCID: PMC6402109 DOI: 10.1186/s12889-019-6589-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Accepted: 02/25/2019] [Indexed: 01/09/2023] Open
Abstract
BACKGROUND Physically inactive and sedentary lifestyles are negatively related to both mental health and cognition. For office-workers, who spend two-thirds of their workday sitting, it is important to improve these lifestyles. The aim of this study is to assess the effectiveness of multi-component interventions, incorporating individual, environmental and organizational changes, to increase physical activity or reduce sedentary behavior among office-workers in order to improve mental health and cognition. METHODS a 3-arm, clustered randomized controlled trial (RCT) with waiting list control group amongst adult office-workers of two large Swedish companies. Cluster teams will be randomized into 6-month interventions or to a passive waiting list control group which will receive the allocated intervention with a 6-month delay. Two multicomponent interventions will be studied of which one focuses on improving physical activity and the other on reducing sedentary behavior. Both interventions include 5 sessions of motivational counselling. In the physical activity intervention persons also get access to a gym and team leaders will organize lunch walks and encourage to exercise. In the sedentary behavior intervention standing- and walking meetings will be implemented and team leaders will encourage to reduce sitting. The recruitment target is 110 office-workers per arm (330 in total). Measurements will be repeated every 6 months for a total intended duration of 24 months. Proximal main outcomes are physical activity measured with accelerometers and sedentary behavior with inclinometers. Distal outcomes are self-reported mental health and a cognition test battery. Additional outcomes will include cardiovascular fitness, body composition, sleep, self-reported physical activity and sedentary behavior, other health habits, physical health, and working mechanisms from blood samples and questionnaires. DISCUSSION This cluster RCT will contribute to the currently available evidence by comparing the effectiveness of multi-component interventions targeting physical activity or sedentary behavior with the end goal of improving mental health and cognition. This study is strong in its cluster randomized design, numerous objective outcome measures and long-term follow-up. The exact content of the interventions has been defined by combining theory with results from a larger research project as well as having a continuous dialogue with the involved companies. TRIAL REGISTRATION ISRCTN92968402 .
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Affiliation(s)
- Carla F. J. Nooijen
- The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden
- The Department of Public Health Sciences, Karolinska Institutet, Stockholm, Sweden
| | - Victoria Blom
- The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden
- The Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Örjan Ekblom
- The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden
| | - Maria M. Ekblom
- The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden
- The Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Lena V. Kallings
- Department of Public Health and Caring Sciences, Family Medicine and Preventive Medicine, Uppsala University, Uppsala, Sweden
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31
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Sharma PP, Benden M, Mehta RK, Pickens A, Han G. A Quantitative Evaluation of Electric Sit-Stand Desk Usage: 3-Month In-Situ Workplace Study. IISE Trans Occup Ergon Hum Factors 2018. [DOI: 10.1080/24725838.2018.1521351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Pankaj Parag Sharma
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
| | - Mark Benden
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
| | - Ranjana K. Mehta
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
| | - Adam Pickens
- Department of Environmental and Occupational Health, Texas A&M University, College Station, TX, USA
| | - Gang Han
- Department of Epidemiology and Biostatistics, Texas A&M University, College Station, TX, USA
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32
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Verloigne M, Ridgers ND, De Bourdeaudhuij I, Cardon G. Effect and process evaluation of implementing standing desks in primary and secondary schools in Belgium: a cluster-randomised controlled trial. Int J Behav Nutr Phys Act 2018; 15:94. [PMID: 30261883 PMCID: PMC6161341 DOI: 10.1186/s12966-018-0726-9] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2018] [Accepted: 09/19/2018] [Indexed: 12/30/2022] Open
Abstract
Background Children and adolescents spend a lot of time sitting at school. Implementing standing desks in the classroom is one potential strategy to reduce and break up sitting time. The first aim was to evaluate the effect of implementing standing desks in classrooms in primary and secondary schools on pupils’ sitting-related behaviour and determinants. The second aim was to quantitatively and qualitatively evaluate the process of implementing the desks in the classroom. Methods We conducted a cluster-randomised controlled trial with a pre-, mid-, and post-test design including 10 intervention schools (5 primary, 5 secondary schools) and 9 control schools (5 primary, 4 secondary schools) across Flanders, Belgium. Three standing desks were placed in one class in each intervention school for 6 months. At pre-, mid- and post-test, all pupils (n = 311; 54.5% girls) completed a questionnaire whilst a subsample of three pupils per class wore an activPAL inclinometer for one school week. Focus groups with pupils and interviews with teachers were conducted at mid-test. Process evaluation questions were added to the mid- and post-test questionnaire for the intervention group. Qualitative data were analysed using NVivo 11. Multilevel regression analyses were conducted in MLwiN 2.31. Results Few significant intervention effects were observed, although activPAL data showed favourable intervention effects on primary school pupils’ sitting and standing time and bouts. Focus groups and interviews showed a generally positive attitude towards using standing desks in both teachers and pupils, although some barriers and suggestions for future implementation were noted, for example regarding the amount of desks per classroom. Quantitative process evaluation data showed a low individual use of standing desks (between 57 and 83 min per week), which significantly decreased across the school year for primary school pupils only. Conclusions Although pupils and teachers were generally positive about the desks, relatively few intervention effects were found. Future studies should consider how to optimise the use of standing desks in classrooms to impact on sitting time, by for example, determining the most feasible intervention design and by encouraging the continued use of standing desks throughout the school year. Moreover, additional intervention strategies (e.g. educational strategies) might be needed. Trial registration NCT03163004. ClinicalTrials.gov. Registered 22 May 2017 (retrospectively registered). Electronic supplementary material The online version of this article (10.1186/s12966-018-0726-9) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Maïté Verloigne
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Watersportlaan 2, 9000, Ghent, Belgium. .,Research Foundation (FWO), Egmontstraat 1, 1000, Brussel, Belgium.
| | - Nicola D Ridgers
- Deakin University, Geelong, Australia, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, 221 Burwood Hwy, Burwood, VIC, 3125, Australia
| | - Ilse De Bourdeaudhuij
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Watersportlaan 2, 9000, Ghent, Belgium
| | - Greet Cardon
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Watersportlaan 2, 9000, Ghent, Belgium
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Contardo Ayala AM, Sudholz B, Salmon J, Dunstan DW, Ridgers ND, Arundell L, Timperio A. The impact of height-adjustable desks and prompts to break-up classroom sitting on adolescents' energy expenditure, adiposity markers and perceived musculoskeletal discomfort. PLoS One 2018; 13:e0203938. [PMID: 30235241 PMCID: PMC6147438 DOI: 10.1371/journal.pone.0203938] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2018] [Accepted: 08/30/2018] [Indexed: 11/19/2022] Open
Abstract
Adolescents spend large amounts of time sitting at school. Little is known about the impact of reducing and breaking-up prolonged sitting during school lessons on adolescents' health. This study aimed to investigate the impact of an intervention to reduce classroom sitting time on adolescents' energy expenditure (EE; kcal/lesson), body mass index (BMI), waist circumference (WC), and musculoskeletal discomfort. A secondary school classroom was equipped with height-adjustable desks, posters promoting the health benefits of and strategies for breaking-up sitting time, and desk stickers reminding students to periodically stand up. Classroom teachers participated in a professional development session. Using a quasi-experimental design, differences between 49 participants who utilised the intervention classroom 2-5 times/week and a comparison group (39 adolescents, matched by year level and subject) who used traditional classrooms, were examined. EE, BMI and WC were objectively measured and musculoskeletal discomfort was self-reported at baseline, 4-weeks, and 17-weeks. Hierarchical linear and multilevel logistic regression-mixed models were used to examine intervention effects, adjusting for baseline values, sex and age. EE was significantly higher at 4-weeks and 17-weeks (29.4 and 37.7 kcal/lesson, respectively), BMI was higher at 4-weeks (0.34 kg/m2), and WC was lower at 4-weeks and 17-weeks (-3.53 and -2.64 cm, respectively) in the intervention compared to the comparison group. No intervention effect was found for musculoskeletal discomfort. Findings provide preliminary indications that these strategies may benefit health among adolescents in the short term. However, extended longer-duration trials are needed to determine longer-term health effects.
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Affiliation(s)
- Ana María Contardo Ayala
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Bronwyn Sudholz
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Jo Salmon
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - David W. Dunstan
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
- Physical Activity Laboratory, Baker Heart and Diabetes Institute, Melbourne, Australia
- Mary MacKillop Institute for Health Research, Australian Catholic University, Melbourne, Australia
| | - Nicola D. Ridgers
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Lauren Arundell
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Anna Timperio
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
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Ceyte H, Rosenbaum J, Hamon I, Wirth M, Caudron S, Hascoët JM. Mobility may impact attention abilities in healthy term or prematurely born children at 7-years of age: protocol for an intervention controlled trial. BMC Pediatr 2018; 18:264. [PMID: 30081860 PMCID: PMC6080489 DOI: 10.1186/s12887-018-1229-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2017] [Accepted: 07/19/2018] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Seven years of age is a milestone for learning basic knowledge that is strongly related to attention abilities such as Alerting, Orienting, and Inhibition function, allowing for appropriate adaptation to primary school. These attention abilities are also influenced by gestational age at birth in a complex manner, indicating an area of weakness in prematurely born children. Furthermore, recent studies suggest that allowing children to have freedom of movement during learning may improve their attention level and school performance. The purpose of the present study is to determine the influence of mobility on the attentional components that may impact learning abilities in children aged 7-years who were born at term and prematurely. METHODS This prospective, randomized, controlled trial will focus on psychometric testing of attentional abilities assessed with the Attention Network Test for Child (Child ANT) and involves a mixed measurement design. Forty-eight children aged 7-years, half of whom were premature at birth and in their expected grade without learning difficulties will be included after parental consent. They will be equipped with a head-mounted display in which the Child ANT will be presented. The association of different flankers and pre-cues will allow the measurement of the development level of Alerting, Orienting, and Inhibition function. The task will be composed of one experimental block of trials randomly performed per posture: seated, standing, or free. DISCUSSION This study will assess the contribution of mobility in specific attentional contexts that are usually present during fundamental learning in children. New pedagogical formats of teaching could consider these findings, and new pedagogical tools enabling free spontaneous child mobility might be designed. Moreover, a small percentage of children integrating into the educational system are born prematurely. These children, often considered immature and hyperactive, could benefit from educational innovations that enhance their attention abilities, thereby improving their adaptation to primary school. TRIAL REGISTRATION This trial is registered at ClinicalTrials.gov ( NCT03125447 ).
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Affiliation(s)
- Hadrien Ceyte
- DevAH, Université de Lorraine, F-54000 Nancy, France
| | - Joëlle Rosenbaum
- Department of Neonatology, Maternité Régionale, CHRU, Université de Lorraine, F-54000 Nancy, France
| | - Isabelle Hamon
- DevAH, Université de Lorraine, F-54000 Nancy, France
- Department of Neonatology, Maternité Régionale, CHRU, Université de Lorraine, F-54000 Nancy, France
| | - Maëlle Wirth
- DevAH, Université de Lorraine, F-54000 Nancy, France
- Department of Neonatology, Maternité Régionale, CHRU, Université de Lorraine, F-54000 Nancy, France
| | | | - Jean-Michel Hascoët
- DevAH, Université de Lorraine, F-54000 Nancy, France
- Department of Neonatology, Maternité Régionale, CHRU, Université de Lorraine, F-54000 Nancy, France
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Ee J, Parry S, Oliveira BID, McVeigh JA, Howie E, Straker L. Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15081668. [PMID: 30082657 PMCID: PMC6121556 DOI: 10.3390/ijerph15081668] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Revised: 07/25/2018] [Accepted: 08/02/2018] [Indexed: 01/03/2023]
Abstract
Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children's standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and musculoskeletal discomfort. A within-subjects crossover study design was used. Participants used either a standing desk or traditional seated desk for 21 days before swapping desks for another 21 days. Accelerometry and musculoskeletal discomfort data were collected during the last seven days of each 21-day period. Mixed models were used to analyse accelerometry data. Zero-inflated regression models and logistic regression models were used to analyse discomfort data. Forty-seven male students (aged 10⁻11 years) participated in the study. Standing time was 21 min/school day higher (p < 0.001) and sitting time was 24 min/school day lower (p = 0.003) when standing desks were used. No significant differences were found in sedentary and physical activity time during waking hours between the standing desk and seated desk conditions. Students were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52⁻0.74). Standing desks significantly increased classroom standing time and decreased musculoskeletal discomfort reports but had no overall effect on daily physical activity levels. Schools should consider moving towards classrooms enabling a variety of postures to potentially improve the long-term health of children.
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Affiliation(s)
- Jolyn Ee
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | - Sharon Parry
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | | | - Joanne A McVeigh
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | - Erin Howie
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | - Leon Straker
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
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Metabolic Rate during a Cognitive Vigilance Challenge at Alternative Workstations. J Occup Environ Med 2018; 60:e307-e311. [PMID: 29465515 DOI: 10.1097/jom.0000000000001310] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE The aim of this study was to compare energy expenditure (EE, kcal/min) at three workstations during an attention-demanding cognitive function task (Test of Variables of Attention or TOVA). Workstations included the seated desk (SIT), standing desk (STAND), and seated workstation designed to promote spontaneous movement (SWING). METHODS Adult males (n = 11) and females (n = 13) were assessed for EE using VO2 and VCO2 per quarter of the 22-min TOVA. RESULTS Average EE were 1.39 ± 0.06 (SIT), 1.55 ± 0.08 (SWING), and 1.44 ± 0.08 (STAND). Main effects (P < 0.05) were seen for workstation (SWING, STAND > SIT), and quarter of TOVA (Q2 < Q1,Q3,Q4). TOVA errors and response times were not different for workstations but increased for Q3 and Q4. CONCLUSION Spontaneous movement at an alternative workstation elevated EE 10% to 11% compared with sitting and could increase daily nonexercise activity thermogenesis without diminishing mental attention to desk work.
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Wick K, Faude O, Manes S, Zahner L, Donath L. I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15020356. [PMID: 29462986 PMCID: PMC5858425 DOI: 10.3390/ijerph15020356] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2017] [Revised: 02/05/2018] [Accepted: 02/12/2018] [Indexed: 12/17/2022]
Abstract
Sedentarism is considered an independent cardiovascular risk factor. Thus, the present study investigated the effects of employing standing desks in classrooms on cognitive function. The intervention class (IG; n = 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG; n = 19) received lessons as usual. Standing time was assessed objectively (accelerometers) and subjectively (self-report sheets, external classroom observers). The impact of standing on the digit span task and Eriksen flanker task was analysed. The standing time of the IG was higher during the school day in comparison to the CG (lesson: p = 0.004; break: p = 0.003). The intra-class correlation coefficient between self-reports and external observation was high (ICC = 0.94). The IG improved slightly on the Digit Span Task compared to CG. Employing standing desks for at least 1 h per school day serves as a feasible and effective opportunity to improve cognitive function.
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Affiliation(s)
- Katharina Wick
- Institute of Psychosocial Medicine and Psychotherapy, University Hospital, Friedrich-Schiller-University Jena, Jena 07743, Germany.
| | - Oliver Faude
- Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
| | - Susanne Manes
- Institute of Psychosocial Medicine and Psychotherapy, University Hospital, Friedrich-Schiller-University Jena, Jena 07743, Germany.
| | - Lukas Zahner
- Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
| | - Lars Donath
- Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
- Institute of Exercise Training and Computer Science in Sport, German Sport University Cologne, Köln 50933, Germany.
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The use of bicycle workstations to increase physical activity in secondary classrooms. HEALTH PSYCHOLOGY REPORT 2017. [DOI: 10.5114/hpr.2018.71211] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
<b>Background</b><br />
To date, the majority of interventions have implemented classroom-based physical activity (PA) at the elementary level; however, there is both the potential and need to explore student outcomes at high-school level as well, given that very few studies have incorporated classroom-based PA interventions for adolescents. One exception has been the use of bicycle workstations within secondary classrooms. Using bicycle workstations in lieu of traditional chairs in a high school setting shows promise for enhancing adolescents’ physical activity during the school day. <br />
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<b>Participants and procedure</b><br />
The present study explored the effects of integrating bicycle workstations into a secondary classroom setting for four months in a sample of 115 adolescents using an A-B-A-B withdrawal design. The study took place in one Advanced Placement English classroom across five groups of students. Physical activity outcomes included average heart rate, and caloric expenditure. Behavioural outcomes included percentage of on-task/off-task behaviour and number of teacher prompts in redirecting off-task behaviour. Feasibility and acceptability data of using the bicycle workstations were also collected.<br />
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<b>Results</b><br />
Findings showed significant improvements in physical activity as measured by heart rate and caloric expenditure, although heart rate percentage remained in the low intensity range when students were on the bicycle workstations. No effects were found on students’ on-task behaviour when using the bicycle workstations. Overall, students found the bikes acceptable to use but noted disadvantages of them as well.<br />
<br />
<b>Conclusions</b><br />
Using bicycle workstations in high-school settings appears promising for enhancing low-intensity physical activity among adolescents. The limitations of the present study and implications for physical activity interventions in secondary schools are discussed.
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Langhanns C, Müller H. Effects of trying 'not to move' instruction on cortical load and concurrent cognitive performance. PSYCHOLOGICAL RESEARCH 2017; 82:167-176. [PMID: 29052758 DOI: 10.1007/s00426-017-0928-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2016] [Accepted: 10/09/2017] [Indexed: 10/18/2022]
Abstract
Motor and cognitive tasks often interfere when performed concurrently. The amount of interference typically scales with difficulty of the tasks involved. Thus, supposedly 'easy' motor tasks with restricted movement amplitude, like sitting on a chair, should show little or no interference with cognitive tasks at all. We measured the processing load induced by different postural tasks and their effect on cognitive performance under cognitive-motor dual-task conditions. Sixteen subjects performed postural motor tasks in three different positions: 'Lying in a sun lounger', 'Sitting on a bike saddle', and 'Upright on feet'. In each position, three different movement instructions were given; 'Stay stock-still', 'Relax', 'Move easily'. Each combination of position and instruction was performed as single task but also in a dual-task condition with a concurrent calculation task. Brain activity in the right prefrontal cortex was monitored using functional near-infrared spectroscopy. The instruction to 'Stay stock-still' produced higher cortical loads in single-task conditions for all positions compared to all other instructions. The calculation task induced additional brain activity in the same prefrontal area as the motor task. Calculation performance tended to be reduced in the 'Lying'-'Stay stock-still' condition. We discuss the relevance of these findings for learning scenarios in school.
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Affiliation(s)
- Christine Langhanns
- Institute of Sport Science, Justus Liebig University, Kugelberg 58, 35394, Giessen, Germany.
| | - Hermann Müller
- Institute of Sport Science, Justus Liebig University, Kugelberg 58, 35394, Giessen, Germany
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Erwin H, Beighle A, Routen A, Montemayor B. Perceptions of Using Sit-to-Stand Desks in a Middle School Classroom. Health Promot Pract 2017; 19:68-74. [PMID: 28868936 DOI: 10.1177/1524839917730046] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
The purpose of this study was to explore the feasibility of sit-to-stand desks in a middle school classroom. Participants used sit-to-stand desks during health class. Momentary time sampling was used for physical activity and behavioral observations. Results indicate students sat 37%, stood 59%, and walked 4% of the time. Misbehaviors occurred 4% of the observed period. The following themes emerged: focus, freedom, distractions, and design. Sit-to-stand desks appear to encourage standing during instruction while simultaneously limiting misbehaviors. Students indicated some distractions but were generally positive toward desk implementation and suggested they supported learning behaviors. The teacher echoed most of the student themes.
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Affiliation(s)
| | | | - Ash Routen
- 2 Loughborough University, Leicestershire, UK
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EHMANN PETERJ, BRUSH CHRISTOPHERJ, OLSON RYANL, BHATT SHIVANGN, BANU ANDREAH, ALDERMAN BRANDONL. Active Workstations Do Not Impair Executive Function in Young and Middle-Age Adults. Med Sci Sports Exerc 2017; 49:965-974. [DOI: 10.1249/mss.0000000000001189] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Mullane SL, Buman MP, Zeigler ZS, Crespo NC, Gaesser GA. Acute effects on cognitive performance following bouts of standing and light-intensity physical activity in a simulated workplace environment. J Sci Med Sport 2017; 20:489-493. [DOI: 10.1016/j.jsams.2016.09.015] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2016] [Revised: 08/19/2016] [Accepted: 09/30/2016] [Indexed: 01/10/2023]
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Sudholz B, Timperio A, Ridgers ND, Dunstan DW, Baldock R, Holland B, Salmon J. The Impact and Feasibility of Introducing Height-Adjustable Desks on Adolescents' Sitting in a Secondary School Classroom. AIMS Public Health 2016; 3:274-287. [PMID: 29546162 PMCID: PMC5690354 DOI: 10.3934/publichealth.2016.2.274] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2016] [Accepted: 05/09/2016] [Indexed: 11/18/2022] Open
Abstract
Children spend over 60% of their school day sitting; much of this occurs in the classroom. Emerging research has examined the impact of environmental interventions on classroom sitting. While this research is promising, it has predominantly focused on the primary school setting. This study examined the impact and feasibility of height-adjustable desks on time spent sitting/standing during classroom lessons in a secondary school. Traditional desks in a Melbourne secondary school classroom were replaced with 27 height-adjustable desks (intervention classroom). Forty-three adolescents (51% male; mean age 13.7 ± 1.4 years) from Grades 7, 9 and 10 wore an inclinometer and accelerometer for schooldays and completed a survey after using the desks during lessons for seven weeks. Ten teachers (50% male) completed a survey. Time spent sitting, standing, and the length of sitting bouts were compared between periods when adolescents were in the intervention classroom versus traditional classrooms (matched on teacher and subject). Compared to the traditional classroom, adolescents spent 25% less time sitting and 24% more time standing in the intervention classroom (effect size > 0.8), and had a greater frequency of short sitting bouts and fewer longer bouts. The majority of teachers (71%) and students (70%) reported wanting to continue to use the height-adjustable desks. When standing during lessons, adolescents reported working well (69%); however, a third reported difficulties paying attention (28%) and becoming distracted (36%). Few teachers reported negative influences on adolescents' ability to work (14%) and concentrate (14%). Half the adolescents reported leg, or back pain with standing. Introducing height-adjustable desks resulted in lower levels of sitting compared with traditional classrooms, was acceptable and had some adverse effects on concentration and discomfort. The study provides preliminary evidence that height-adjustable desks may help reduce prolonged sitting in school among adolescents. Future research should incorporate a control group and explore behavioural and academic outcomes.
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Affiliation(s)
- Bronwyn Sudholz
- Deakin University, Geelong, Australia. Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences
| | - Anna Timperio
- Deakin University, Geelong, Australia. Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences
| | - Nicola D. Ridgers
- Deakin University, Geelong, Australia. Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences
| | - David W. Dunstan
- Deakin University, Geelong, Australia. Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences
- Baker IDI Heart and Diabetes Institute, Melbourne, VIC, Australia
- School of Public Health, The University of Queensland, Herston Road, Herston, Brisbane, QLD 4006, Australia
- Department of Epidemiology and Preventive Medicine, Monash University, Malvern East, VIC, Australia
- School of Sport Science, Exercise and Health, The University of Western Australia, Perth, WA, Australia
- Mary MacKillop Institute for Health Research, The Australian Catholic University, Melbourne, VIC, Australia
| | - Rick Baldock
- The Australian Council for Health and Physical Education, South Australian Branch, SA, Australia
| | - Bernie Holland
- The Australian Council for Health and Physical Education, Victorian Branch, SA, Australia
| | - Jo Salmon
- Deakin University, Geelong, Australia. Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences
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