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The impact of height-adjustable desks and classroom prompts on classroom sitting time, social, and motivational factors among adolescents

Sudholz, B, Contardo Ayala, AM, Timperio, A, Dunstan, DW, Conroy, DE, Abbott, G, Holland, B, Arundell, L and Salmon, J 2020, The impact of height-adjustable desks and classroom prompts on classroom sitting time, social, and motivational factors among adolescents, Journal of Sport and Health Science, pp. 1-9, doi: 10.1016/j.jshs.2020.05.002.

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Title The impact of height-adjustable desks and classroom prompts on classroom sitting time, social, and motivational factors among adolescents
Author(s) Sudholz, B
Contardo Ayala, AM
Timperio, AORCID iD for Timperio, A orcid.org/0000-0002-8773-5012
Dunstan, DW
Conroy, DE
Abbott, GORCID iD for Abbott, G orcid.org/0000-0003-4014-0705
Holland, B
Arundell, LORCID iD for Arundell, L orcid.org/0000-0002-8178-4104
Salmon, JORCID iD for Salmon, J orcid.org/0000-0002-4734-6354
Journal name Journal of Sport and Health Science
Start page 1
End page 9
Total pages 9
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2020
ISSN 2095-2546
2213-2961
Keyword(s) Adolescent
School
Sedentary behavior
Sitting
Standing
Summary Purpose: This quasi-experimental study examined the impact of height-adjustable desks in combination with prompts to break up prolonged sitting time during class time and identified social and motivational factors associated with breaking up sitting time among adolescents. Teachers’ perceptions of strategies were also examined. 
 
Methods: Over 17 weeks, 1 classroom in a government secondary school in Melbourne, Australia, was equipped with 27 height-adjustable desks and prompts (posters and desk stickers) to break up classroom sitting time. Teachers received professional development in the use of the desks and prompts. One group of adolescents (n = 55) had 2–5 lessons/week using the height-adjustable desks in an intervention classroom, and a comparison group matched by year level and subject (n = 50) was taught in traditional “seated” classrooms. Adolescents wore an activPAL monitor at baseline (T0), 4 weeks (T1), and 17 weeks (T2) and completed a survey at T0 and T2. Six teachers participated in interviews at T2. Effect sizes were calculated (d).
 
Results: Linear mixed models found that, compared to the traditional “seated” classrooms, the adolescents in the intervention classroom had significantly lower sitting time (T1: –9.7 min/lesson, d = –0.96; T2: –6.7 min/lesson, d = –0.70) and time spent in sitting bouts >15 min (T2: –11.2 min/lesson, d = –0.62), and had significantly higher standing time (T1: 7.3 min/lesson, d = 0.84; T2: 5.8 min/lesson, d = 0.91), number of breaks from sitting (T1: 1.3 breaks/lesson, d = 0.49; T2: 1.8 breaks/lesson, d = 0.67), and stepping time (T1: 2.5 min/lesson, d = 0.66). Intervention classroom adolescents reported greater habit strength (d = 0.58), self-efficacy for breaking up sitting time (d = 0.75), and indicated that having a teacher/classmate remind them to stand as helpful (d = 0.50).
 
Conclusion: This intervention shows promise for targeting sitting behaviors in the classroom and indicates that incorporating social and motivational strategies may further enhance outcomes.
Notes In press
Language eng
DOI 10.1016/j.jshs.2020.05.002
Indigenous content off
Field of Research 1106 Human Movement and Sports Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Use Rights Creative Commons Attribution Non-Commercial No-Derivatives licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30137464

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Created: Thu, 28 May 2020, 15:45:46 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.