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Standing classrooms : research and lessons learned from around the world

Hinckson, Erica, Salmon, Jo, Benden, Mark, Clemes, Stacy A., Sudholz, Bronwyn, Barber, Sally E., Aminian, Saeideh and Ridgers, Nicola D. 2016, Standing classrooms : research and lessons learned from around the world, Sports medicine, vol. 46, no. 7, pp. 977-987, doi: 10.1007/s40279-015-0436-2.

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Title Standing classrooms : research and lessons learned from around the world
Author(s) Hinckson, Erica
Salmon, JoORCID iD for Salmon, Jo orcid.org/0000-0002-4734-6354
Benden, Mark
Clemes, Stacy A.
Sudholz, Bronwyn
Barber, Sally E.
Aminian, Saeideh
Ridgers, Nicola D.ORCID iD for Ridgers, Nicola D. orcid.org/0000-0001-5713-3515
Journal name Sports medicine
Volume number 46
Issue number 7
Start page 977
End page 987
Total pages 11
Publisher Springer
Place of publication Berlin, Germany
Publication date 2016-07
ISSN 1179-2035
Summary Children spend between 50 and 70 % of their time sitting while at school. Independent of physical activity levels, prolonged sitting is associated with poor health outcomes in adulthood. While there is mixed evidence of health associations among children and adolescents, public health guidelines in the USA, UK, Australia and Canada now recommend young people should break up long periods of sitting as frequently as possible. A potentially effective approach for reducing and breaking up sitting throughout the day is changing the classroom environment. This paper presents an overview of a relatively new area of research designed to reduce youth sitting time while at school by changing the classroom environment (n = 13 studies). Environmental changes included placement of height-adjustable or stand-biased standing desks/workstations with stools, chairs, exercise balls, bean bags or mats in the classroom. These 13 published studies suggest that irrespective of the approach, youth sitting time was reduced by between ~44 and 60 min/day and standing time was increased by between 18 and 55 min/day during classroom time at school. Other benefits include increased energy expenditure and the potential for improved management of students' behaviour in the classroom. However, few large trials have been conducted, and there remains little evidence regarding the impact on children's learning and academic achievement. Nevertheless, with an increasing demand placed on schools and teachers regarding students' learning outcomes, strategies that integrate moving throughout the school day and that potentially enhance the learning experience and future health outcomes for young people warrant further exploration.
Language eng
DOI 10.1007/s40279-015-0436-2
Field of Research 110699 Human Movement and Sports Science not elsewhere classified
Socio Economic Objective 920499 Public Health (excl. Specific Population Health) not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080248

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