Learning to Stand: The Acceptability and Feasibility of Introducing Standing Desks into College Classrooms

Strategies and barriers to implementing physically active teaching in universities from the perspective of lecturers: a qualitative study

BACKGROUND

University students accumulate lots of sedentary time without interrupting and comprehensive approaches to reduce time spent sedentary are lacking. The implementation of physically active university teaching needs practicable approaches and the support by lecturers. However, there is little research on which physically activating strategies lecturers actually use and what barriers they become aware to implement these. This exploratory, qualitative study aims to identify physically activating strategies as well as barriers for reducing sitting time and physically active university teaching from the perspective of lecturers.

METHODS

We conducted semi-structured interviews with 16 lecturers to explore potential physically activating strategies in university teaching, assess their degree of utilization, and identify barriers to implementation. The data were analysed by a structured content analysis of the interview transcripts using MAXQDA 2020 software.

RESULTS

Physically activating strategies are hardly known among university lecturers and are seldomly used on a regular and conscious basis. We identified two types of strategies with physically activating measures and teaching methods. Lecturers highlighted two specific types of physically activating measures: physical activity breaks and the use of physically activating furniture. All together, we identified 18 distinct teaching methods (e.g. group work, gallery walk) that integrate learning processes with physical activity in a pedagogical-didactic manner. The main barriers to implementation identified were lack of space, lack of time, students' unwillingness to move; organizational social norms, and lecturers' uncertainty about how to implement these strategies effectively.

CONCLUSIONS

University lecturers are generally unfamiliar with and rarely use physically activating strategies to reduce sedentary behavior in students. However, lecturers identified 18 potential teaching methods that integrate physical activity with pedagogical-didactic principles, offering a new approach to physically active university teaching. These methods present an untapped potential for the low-threshold integration of physical activity and breaks from sitting into university teaching, aligning with "stealth health" strategies that incidentally promote health while assuring a "high-quality education" as the core concern of higher education teaching. Understanding and addressing the barriers to implementation, such as lack of space, time, social and organizational norms, is crucial for the effective planning and implementation of interventions.

Intermittent standing does not acutely improve postprandial metabolism in university students

Height-adjustable workstations offer a practical strategy to reduce sedentary behaviour in student populations, but the effect of standing intervals on young adults' metabolic health remains uncertain. This study investigated the acute impact of breaking up sitting time with intermittent standing on postprandial metabolic responses in university students. Using a randomised, cross-over design, 23 participants (13 females, 10 males; age, 24 ± 5 years; BMI, 23.2 ± 3.1 kg/m2) completed two trials: 2 hours of uninterrupted sitting (SIT); and 2 hours alternating between sitting and standing every 30 minutes (STAND). During this period, participants underwent an oral glucose tolerance test, with [glucose] and [insulin] measured. Ad libitum food intake post intervention was also measured. No significant effects between trials nor trial × time interaction was found for [glucose] or [insulin] (all p > 0.05). The postprandial iAUC did not differ for [glucose] (p = 0.824; SIT: 222 ± 83 mmol/L; STAND: 225 ± 90 mmol/L) or [insulin] (p = 0.269; SIT: 17507 ± 9738 pmol/L; STAND: 15649 ± 10181 pmol/L). There were no differences in energy or macronutrient intake between trials. These findings indicate that interrupting sitting with 30-minute standing intervals does not improve postprandial metabolic responses in young, normal-weight adults.

Encouraging movement opportunities through theory-informed video education among undergraduate students: the MOVE study

Objective: To explore the impact of a theory-informed educational video on undergraduates': motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. Participants: Undergraduates (N = 160) from a Canadian institution. Methods: A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. Results: No significant differences were observed between groups. Increases in self-efficacy (p = .016; d = 0.27) and decisional balance (p = .008; d = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (p = .032; d = -0.40) and follow-up (p = .006; d = -0.46). Conclusions: This theory-informed sedentary time video shows promise regarding undergraduates' sedentarism.

Feasibility of student-designed, peer-led classroom physical activity breaks in graduate school

Objective: We evaluated the feasibility of Pitt Moves, a classroom-based, peer-led physical activity break (PAB) intervention developed by graduate students to improve mood, focus, and boredom among students. Participants: One hundred and thirty-two graduate-level students in 10 courses during an academic semester. Methods: Process evaluation with a formative focus involving document review, surveys, and interviews with students and facilitators. Results: Eighty-four percent of eligible students participated in ≥1 of 65 PABs. Participants said Pitt Moves provided a mental break, promoted community building, and increased their physical activity. They recommended increasing accessibility. Organizers' time was a constraint in running this program. Conclusion: Pitt Moves was feasible based on successful recruitment of participants, delivery of PABs as planned, and participant acceptability. A formal study should evaluate whether Pitt Moves can improve mood, focus, and boredom among graduate students. Organizational encouragement and audiovisuals could enhance marketing and program implementation.

Development and validity of a mentally-passive and mentally-active sedentary time questionnaire in nursing college students

Objective

This study aimed to develop and validate a questionnaire to evaluate nursing college students' mentally-passive and mentally-active sedentary time (M-PAST) in China.

Methods

An initial M-PAST questionnaire with mentally-passive and mentally-active sedentary behaviors was developed with content validity undertaken through a consensus panel and pilot test where a convenience sample of six nursing students was recruited to assess the relevance, comprehensiveness, and comprehensibility of the refined questionnaire after expert panelists' responses. A cross-sectional online survey using a self-reported questionnaire was distributed to nursing students by email and then conducted using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of the M-PAST questionnaire and factor structures. Finally, the criterion validity was examined by exploring the associations between the M-PAST and the IPAQ sitting time, psychological distress, and insomnia.

Results

Eight items regarding learning and leisure were included in the final version of the M-PAST questionnaire. A group of 650 nursing college students in China completed the study. Principal component analysis revealed two factors (i.e., mentally-passive and mentally-active sedentary behaviors), which explained 41.98% of the variance contributing to the questionnaire. The CFA reached the adaptive standard. Cronbach's α ranged from 0.730 to 0.742. The correlations between M-PAST and IPAQ total sitting time were significant (p < 0.01, r = 0.125-0.396). Mentally-passive sedentary time was associated with psychological distress and insomnia (p < 0.01, r = 0.078-0.163), while no significant associations were found in mentally-active sedentary behaviors.

Conclusion and implications for practice

The M-PAST questionnaire appears to be a reliable and valid tool that reported both mentally-passive and mentally-active sedentary behaviors in nursing college students in China. However, future studies may need to further examine its validity among international nursing college students. This study further confirmed that mentally-passive sedentary behavior was positively associated with psychological distress and insomnia. Effective strategies are needed to reduce nursing college students' mentally-passive sedentary time to improve their health and wellbeing in China.

Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students

ObjectiveTo assess the acceptability, appropriateness, and feasibility of an active break designed to disrupt prolonged sitting in university students. Participants: Students attending lectures in Trinity College Dublin, Ireland. Methods: Participants took part in an active break, which consisted of following a short exercise video lasting ∼4 min. They then completed a validated questionnaire consisting of 12 statements with two open-ended questions capturing likes/dislikes. Results: Overall 106 (response rate 96%) predominately female (83%, n = 87), health sciences students (91%, n = 96) participated. Percentage agreement ranged from 93.4% (n = 99) to 96.2% (n = 102) for acceptability, 84.9% (n = 90) to 93.4% (n = 99) for appropriateness, and 80.2% (n = 85) to 96.2% (n = 102) for feasibility. Space constraints and warm temperatures impacted negatively. Conclusion: An active break delivered during lectures is an acceptable and feasible intervention to disrupt sitting in students. Further investigation using a broader representation of the university population is needed prior to implementation.

University students' knowledge, self-efficacy, outcome expectations, and barriers related to reducing sedentary behavior: a qualitative study

ObjectiveTo explore university students' knowledge, self-efficacy, outcome expectations, barriers and ideas related to reducing sedentary behavior using a qualitative approach. Participants: Nineteen students from a Canadian university participated. Methods: Four focus groups were conducted. Discussions were recorded, transcribed, and coded to identify categories and themes. Results: Some students lacked knowledge of the concept, but most were generally aware of health risks associated with sedentary behavior. Most students were confident they could reduce sedentary behavior, but felt it would be unlikely they would actually do so because: (a) it is not a priority, (b) the health consequences are distal, (c) increasing standing and light-intensity activity would not provide meaningful health benefits, and (d) class schedules/norms/infrastructure encourage sitting and are not under their control to change. Conclusion: Findings from this study may help inform intervention strategies aimed at decreasing excessive sedentary behavior among university students.

The effects of standing in tutorial group meetings on learning: A randomized controlled trial

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.

Feasibility and acceptability of "active" classroom workstations among French university students and lecturers: a pilot study

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.

College Classroom Instructors Can Effectively Promote Standing among Students Provided with Standing Desks

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.

Standing Breaks in Lectures Improve University Students' Self-Perceived Physical, Mental, and Cognitive Condition

While adolescents and adults should limit high levels of sedentary behavior, university students spend large amounts of time on sedentary activities. The aim of this study was to investigate the effect of this prolonged sitting on students’ self-perceived physical, mental, and cognitive condition and to answer the question of whether simple standing breaks in lectures can help students improve these conditions and for example feel more concentrated, motivated, or less tense in class. A five-minute standing break was introduced using a designed presentation slide for one semester in five different 90-min lectures. In addition, an active break as well as an open break with no trigger were implemented in two further lectures to explicitly investigate the effects of a standing break. Before, during, and after the semester, the students were surveyed about their physical, mental, and cognitive condition (836 respondents at start, 634 during semester, and 528 at the end). To evaluate the practicality and acceptance of the standing break, lecturers were interviewed about their experience. At all survey time points, the standing break was highly accepted by the university students. About three quarters of the students felt a relaxation of the muscles in the neck and shoulder as well as in the back and the legs. More than three quarters perceived an increase in concentration, receptiveness and retentiveness, motivation, and well-being. Results of the statistical analysis indicate that a standing break as well as an active break are more effective than an open break to improve the self-perceived physical and psychological well-being of the university students. The increase in cognitive skills is reported by all groups, including the group who were offered open breaks. Hence, standing breaks in university lectures receive a high level of acceptance and practicability and have the potential to increase students’ physical, mental, and cognitive condition and contribute to students’ physical activity and health. While field research provides opportunities such as the testing of measures in the natural environment and producing real-life results relevant to the students and lecturers, it also imposes limitations as lecture settings differed, not all disturbances could be controlled, and the participation in the study might have led to social-desirability bias. For a sustainable development of a standing-friendly teaching and learning culture at universities, further interventions as well as the consideration of the topic in all processes and decisions within the universities are necessary. Since this study has taken place, student-life has changed drastically with COVID-19 measures. While this current paper is based on research conducted in 2019 and has only tested live lectures on campus, the tools tested could also be used for online lectures.

Get up, stand up, stand up for your health! Faculty and student perspectives on addressing prolonged sitting in university settings

Objective: To assess awareness about prolonged sitting and acceptance of interventions to reduce bouts of prolonged sitting. Participants: Undergraduate, graduate, and professional students and faculty from a large public university. Methods: Eight focus groups were conducted with 4 groups of undergraduate students and 4 groups of graduate/professional students. Eight key informant interviews were conducted with faculty. Content analyses were performed using inductive and deductive techniques to elicit common themes. Results: Many students and faculty were not aware of the detrimental effects associated with prolonged sitting. Barriers to movement in university settings included social acceptability, environmental constraints, and academic requirements. Acceptable interventions included: faculty prompts, changes to pedagogy, educational campaigns, and structural changes to classroom designs. Conclusions: University settings represent an opportunity to address issues related to prolonged sitting that may address immediate health implications, as well as establish behaviors and practices that can be continued in work-based settings.

A Qualitative Study of the Feasibility and Acceptability of Implementing 'Sit-To-Stand' Desks in Vocational Education and Training

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.

The effects of standing tutorial meetings on physical activity behavior in undergraduates: A randomized controlled trial

This study explored the effects of using standing desks in tutorial meetings on the physical activity behavior (PAB) of undergraduate students. Standing desks have been introduced to minimize the detrimental health effects of prolonged sedentary behavior (SB). The effectiveness of using standing desks has not been explored among undergraduate students - a population showing high SB. Ninety-six undergraduate students were randomly assigned to a sitting or standing tutorial group that ran for nine weeks, and their PAB was monitored using the activPAL3™ triaxial activity monitor. To check for potential compensatory or other covarying behaviors, the students' PAB was monitored on tutorial and non-tutorial days. PAB monitoring was conducted in week 4-5, and a follow-up measurement was conducted in week 9 to examine longer-term effects. In week 4-5, the stand group (n = 41) showed less SB (β = -0.092, SE = 0.044, 95% CI: -0.179, -0.006) and more moderate-to-vigorous physical activity (β = 0.320, SE = 0.160, 95% CI: 0.004, 0.635) compared to the sit group (n = 36). On tutorial days, the stand group showed more light physical activity (LPA) than the sit group (p < .001, d = 1.04). In week 9, there was an exam on the last day of that week. Nonetheless, the stand group (n = 37) showed less SB (p < .001, d = 0.378) and more LPA (p = .008, d = 0.725), while breaking up prolonged SB more frequently (p = .007, d = 0.696) on the tutorial day compared to the sit group (n = 32). Overall, undergraduates attending standing tutorial meetings showed less SB and more LPA than those attending conventional, seated tutorial meetings. Standing tutorial meetings can contribute to a more active lifestyle for undergraduates.

Cognitive and skill performance of individuals at sitting versus standing workstations: a quasi-experimental study

Objectives. This study aimed to assess cognitive and skill performance at sitting and standing workstations among students from Shiraz University of Medical Sciences. Methods. Forty students (20 females and 20 males) participated in this quasi-experimental study. Tests were performed among randomly selected participants over two consecutive days: day 1, the Beck depression inventory and Beck anxiety inventory were used to assess the severity of depression and anxiety in the study participants, respectively, and Raven's general intelligence test was used to measure intelligence quotient; day 2, five performance assessment tests (cognitive performance assessment tests 'n-back', 'Stroop' and 'advanced reaction time'; skill performance assessment tests 'two-arm coordination' and 'Purdue pegboard') were randomly selected and presented to individuals at each workstation (sitting and standing workstations). At the end of each sitting and standing position, the comfort of the workstation was measured using a visual analog scale. Results. No statistically significant difference was shown between sitting and standing positions in terms of 'n-back', 'Stroop', 'advanced reaction time', 'two-arm coordination' and 'Purdue pegboard'. Participants were more comfortable in sitting positions and more easily distracted in standing positions. Conclusions. Sitting and standing positions had no significant effects on participants' cognitive and skill performance.

Effects of isotemporal substitution of sedentary behavior with light-intensity or moderate-to-vigorous physical activity on cardiometabolic markers in male adolescents

Increasing prevalence of sedentary behavior (SB) combined with low levels of physical activity (PA) in children and adolescents has become a growing public health concern. Therefore, this study aimed to identify the daily behavioral pattern of adolescents and examine the isotemporal substitution effects of SB with light-intensity PA (LIPA) or moderate-to-vigorous PA (MVPA) on cardiometabolic markers. In this cross-sectional study, the daily behavioral pattern of Brazilian male adolescents was objectively measured for 7 days. Vector magnitude activity counts were used to estimate SB, LIPA, and MVPA with cut-points specifically validated for youth. The isotemporal substitution model was used to assess the effects of replacing different SB bouts (5, 10, 30, and 60 min) with LIPA or MVPA on cardiometabolic markers [body mass index, waist circumference, body fat percentage (BF%), total cholesterol, high-density lipoprotein cholesterol (HDL-C), non-HDL-C, low-density lipoprotein cholesterol, triglyceride (TG), glucose, insulin, homeostatic model assessment of insulin resistance (HOMA2-IR), insulin sensitivity (HOMA2-S), beta cell function (HOMA2-β), systolic-blood pressure (SBP), diastolic-blood pressure, and cardiometabolic risk score]. Male adolescents (n = 84; age, 16.7 ± 0.9 years) wore the GT3X+ for 6.7 ± 0.6 days, during 15.2 ± 2.3 h, and spent 72.9% of the time in SB, 17.3% in LIPA, and 9.8% in MVPA. SB replacement with LIPA was associated with increased HDL-C, TG, HOMA2-IR, and HOMA2-S and decreased SBP. In contrast, SB replacement with MVPA was associated with decreased BF%. Therefore, our findings suggest that replacing SB with LIPA showed positive results on HDL-C, HOMA2-S and SBP, while replacing SB with MVPA was associated with only one obesity indicator (BF%). Moreover, participants met the daily MVPA recommendations, but they still had a daily behavioral pattern with high SB. In this context, LIPAs can be considered an effective alternative to reduce SB and improve the health indicators of this population.

Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students

Acute bouts of uninterrupted sitting has been associated with discomfort and fatigue in adult populations. However, little is known regarding the impact of uninterrupted sitting on such outcomes among college students. Understanding these relations would be useful for informing best practice and future interventions. The present study explored the relation between uninterrupted sitting and perceived levels of physical discomfort and sleepiness among college students in a real classroom setting. We recruited 54 undergraduate students enrolled in a single class at a Midwestern university. Participants remained seated throughout a 2.5 h lecture while completing the Stanford Sleepiness Scale (SSS) and General Comfort Scale (GCS) every 15 min. Linear mixed effect model analyses were used to determine the relations between the independent and dependent variables and the duration at which students reported significant impairments in discomfort and/or sleepiness. Classroom sitting time was associated with increases in discomfort (r = 0.28, p < 0.01) and sleepiness (r = 0.30, p < 0.01). Students reported significant impairments in discomfort and sleepiness after 75 and 15 min, respectively. These findings support further research into the acceptability, feasibility and efficacy of interventions designed to interrupt classroom sitting on discomfort, sleepiness and measures of academic performance.

Can reducing sitting time in the university setting improve the cardiometabolic health of college students?

PURPOSE

The high prevalence of metabolic syndrome (MetS), prediabetes, and increased risk of cardiovascular diseases linked with prolonged sitting has created a need to identify options to limit sedentary behaviors. A potentially simple approach to achieve this goal in the university setting is to provide students the option to stand during courses rather than sit. The purpose of the present study was to examine the effects of standing in the college classroom setting on cardiometabolic risk factors in a cohort of college students.

PATIENTS AND METHODS

Healthy college students (n=21) who attended at least two courses per week (a minimum of 5 hours) in a specified university building with standing desks participated in a 7-week intervention that was divided into three phases: 3 weeks of standing, 1 week of washout (sitting), and 3 weeks of sitting. The participants (mean ± SD: age, height, weight, body mass index, and waist-to-hip ratio were 22.7±6.4 years, 174.3±10.0 cm, 70.6±14.3 kg, 23.0±3.0 kg/m2, and 0.76±0.05, respectively) were randomly assigned to the phase of intervention of which they should start (sitting or standing), and all participants engaged in sitting during the washout phase. Cardiometabolic risk factors and metabolic equivalents (METs) were measured at baseline and weekly throughout the intervention.

RESULTS

Paired t-tests revealed significant differences (P<0.05) in all cardiometabolic risk factors between the 3 weeks of sitting and 3 weeks of standing time blocks. Moreover, MetS z-score was significantly improved (P<0.05) during the 3 weeks of standing (-5.91±2.70) vs 3 weeks of sitting (-5.25±2.69). The METs were significantly higher (P<0.05) during standing (1.47±0.09) than during sitting (1.02±0.07). Although there was considerable interindividual variability in the ∆ MetS z-score response, there was a 100% (21/21) incidence of a favorable change (ie, responders) in MetS z-score response.

CONCLUSION

A standing desk in the classroom paradigm was found to significantly improve cardiometabolic health throughout a short 3 weeks time span. Increasing standing time in the classroom, and therefore lessening weekly sedentary behavior, could be a potential wide-scale, effective strategy for primordial prevention of cardiometabolic diseases.

Implementation of Active Workstations in University Libraries-A Comparison of Portable Pedal Exercise Machines and Standing Desks

Sedentary behaviors are an important issue worldwide, as prolonged sitting time has been associated with health problems. Recently, active workstations have been developed as a strategy to counteract sedentary behaviors. The present study examined the rationale and perceptions of university students’ and staff following their first use of an active workstation in library settings. Ninety-nine volunteers completed a self-administered questionnaire after using a portable pedal exercise machine (PPEM) or a standing desk (SD). Computer tasks were performed on the SD (p = 0.001) and paperwork tasks on a PPEM (p = 0.037) to a larger extent. Men preferred the SD and women chose the PPEM (p = 0.037). The appreciation of the PPEM was revealed to be higher than for the SD, due to its higher scores for effective, useful, functional, convenient, and comfortable dimensions. Younger participants (<25 years of age) found the active workstation more pleasant to use than older participants, and participants who spent between 4 to 8 h per day in a seated position found active workstations were more effective and convenient than participants sitting fewer than 4 h per day. The results of this study are a preliminary step to better understanding the feasibility and acceptability of active workstations on university campuses.

Introducing sit-stand desks increases classroom standing time among university students

Excessive sedentary behavior has been associated with many negative health outcomes. While an understudied health topic, there is evidence that university students are excessively sedentary. Sit-stand desks have been shown to reduce sedentary time among pre-university students (ages 5-18 years) and sedentary workers but have not been tested in university classrooms. This study tested the effects of introducing sit-stand desks into a university classroom on student's classroom sitting and standing behaviors. Using a cross-over design, students received access to both traditional seated desks and sit-stand desks for six weeks. Data were collected between September and December, 2016. We recruited 304 healthy undergraduate university students enrolled in one of two small (25 seats) classrooms at a large Midwestern university during the fall of 2016. Average minutes of standing/hour/student, average percent class time spent standing, and the number of sit-stand transitions/student/hour were directly observed with video camera surveillance. Participants stood significantly more (p < 0.001) when provided access to sit-stand desks (7.2 min/h/student; 9.3% of class time spent standing) compared to when they had access to seated desks (0.7 min/h/student; 1.6% of class time spent standing) but no differences were observed for the number of sit-stand transitions (p = 0.47). Students reported high favorability for the sit-stand desks and improvements in several student engagement and affective outcomes while using the sit-stand desks. These findings support introducing sit-stand desks in university classrooms as an approach to reduce sedentary behaviors of university students.

Taking a Stand: The Effects of Standing Desks on Task Performance and Engagement

Time spent sitting is associated with negative health outcomes, motivating some individuals to adopt standing desk workstations. This study represents the first investigation of the effects of standing desk use on reading comprehension and creativity. In a counterbalanced, within-subjects design, 96 participants completed reading comprehension and creativity tasks while both sitting and standing. Participants self-reported their mood during the tasks and also responded to measures of expended effort and task difficulty. In addition, participants indicated whether they expected that they would perform better on work-relevant tasks while sitting or standing. Despite participants' beliefs that they would perform worse on most tasks while standing, body position did not affect reading comprehension or creativity performance, nor did it affect perceptions of effort or difficulty. Mood was also unaffected by position, with a few exceptions: Participants exhibited greater task engagement (i.e., interest, enthusiasm, and alertness) and less comfort while standing rather than sitting. In sum, performance and psychological experience as related to task completion were nearly entirely uninfluenced by acute (~30-min) standing desk use.