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Classroom standing desks and sedentary behavior: a systematic review

Minges, Karl E., Chao, Ariana, Irwin, Melinda L., Owen, Neville, Park, Chorong, Whittemore, Robin and Salmon, Jo 2016, Classroom standing desks and sedentary behavior: a systematic review, Pediatrics, vol. 137, no. 2, pp. 1-20, doi: 10.1542/peds.2015-3087.

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Title Classroom standing desks and sedentary behavior: a systematic review
Author(s) Minges, Karl E.
Chao, Ariana
Irwin, Melinda L.
Owen, Neville
Park, Chorong
Whittemore, Robin
Salmon, JoORCID iD for Salmon, Jo orcid.org/0000-0002-4734-6354
Journal name Pediatrics
Volume number 137
Issue number 2
Start page 1
End page 20
Total pages 20
Publisher American Academy of Pediatrics
Place of publication Groke Village, Ill.
Publication date 2016-02
ISSN 1098-4275
Keyword(s) child
child Behavior
child, Preschool
energy metabolism
equipment and supplies
humans
motor activity
posture
schools
sedentary lifestyle
students
Summary CONTEXT: Reducing sedentary behaviors, or time spent sitting, is an important target for health promotion in children. Standing desks in schools may be a feasible, modifiable, and acceptable environmental strategy to this end. OBJECTIVE: To examine the impact of school-based standing desk interventions on sedentary behavior and physical activity, health-related outcomes, and academic and behavioral outcomes in school-aged children. DATA SOURCES: Ovid Embase, Medline, PsycINFO, Web of Science, Global Health, and CINAHL. STUDY SELECTION: Full-text peer-reviewed journal publications written in English; samples of school-aged youth (5-18 years of age); study designs including the same participants at baseline and follow-up; and use of a standing desk as a component of the intervention. DATA EXTRACTION: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. RESULTS: Eight studies satisfied selection criteria and used quasi-experimental (n = 4), randomized controlled trial (n = 3), and pre-post, no control (n = 1) designs. When examined, time spent standing increased in all studies (effect sizes: 0.38-0.71), while sitting time decreased from a range of 59 to 64 minutes (effect sizes: 0.27-0.49). Some studies reported increased physical activity and energy expenditure and improved classroom behavior. LIMITATIONS: One-half of the studies had nonrandomized designs, and most were pilot or feasibility studies. CONCLUSIONS: This initial evidence supports integrating standing desks into the classroom environment; this strategy has the potential to reduce sitting time and increase standing time among elementary schoolchildren. Additional research is needed to determine the impact of standing desks on academic performance and precursors of chronic disease risk.
Language eng
DOI 10.1542/peds.2015-3087
Field of Research 110699 Human Movement and Sports Science not elsewhere classified
11 Medical And Health Sciences
17 Psychology And Cognitive Sciences
Socio Economic Objective 920401 Behaviour and Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, American Academy of Pediatrics
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081054

Document type: Journal Article
Collection: School of Exercise and Nutrition Sciences
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