Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial Sherry, Aron P., Pearson, Natalie, Ridgers, Nicola D., Johnson, William, Barber, Sally E., Bingham, Daniel D., Nagy, Liana C. and Clemes, Stacy A. 2020, Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial, International Journal of Environmental Research and Public Health, vol. 17, no. 19, pp. 1-18, doi: 10.3390/ijerph17197048. Attached Files Name Description MIMEType Size Downloads Title Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial Author(s) Sherry, Aron P. Pearson, Natalie Ridgers, Nicola D. orcid.org/0000-0001-5713-3515 Johnson, William Barber, Sally E. Bingham, Daniel D. Nagy, Liana C. Clemes, Stacy A. Journal name International Journal of Environmental Research and Public Health Volume number 17 Issue number 19 Article ID 7048 Start page 1 End page 18 Total pages 18 Publisher MDPI AG Place of publication Basel, Switzerland Publication date 2020-09 ISSN 1660-4601 Keyword(s) children classroom interventions physical activity primary school sitting time sit–stand desk standing desks Summary Traditional classroom furniture dictates that children predominantly sit during class time. This study evaluated the impact of providing standing desks within a deprived UK primary school setting over 8 months using mixed-method approaches. All children within a Year 5 class (9–10-year-olds, n = 30) received an adjustable sit–stand desk, while another Year 5 class (n = 30) in a nearby school retained traditional furniture as a control classroom. At baseline, 4 months, and 8 months, activPAL monitors (PAL Technologies, Glasgow, UK) were worn for 7 days to provide time spent sitting and standing. Behavior-related mental health, musculoskeletal discomfort surveys, and a cognitive function test battery were also completed at all three timepoints. Intervention experiences from pupils and the teacher were captured using focus groups, interviews, and classroom observations. At both 4 months and 8 months, multi-level models revealed a reduction in class time sitting in the intervention group compared to the control group ((β (95%CI) 4 months −25.3% (−32.3, −18.4); 8 months −19.9% (−27.05, −12.9)). Qualitative data revealed challenges to teaching practicalities and a gradual decline in behavior-related mental health was observed (intervention vs. control: 4 months +5.31 (+2.55, +8.08); 8 months +7.92 (+5.18, +10.66)). Larger trials within similar high-priority settings are required to determine the feasibility and cost-effectiveness of providing standing desks to every child in the classroom. Language eng DOI 10.3390/ijerph17197048 Indigenous content off HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30143404 Document type: Journal Article Collections: Faculty of Health School of Exercise and Nutrition Sciences Institute for Physical Activity and Nutrition Open Access Collection Related Links Link Description Link to full-text (open access)     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Fri, 02 Oct 2020, 08:09:28 EST Sat, 03 Oct 2020, 05:01:17 EST Mon, 05 Oct 2020, 07:04:14 EST Sat, 17 Oct 2020, 01:34:34 EST Mon, 14 Dec 2020, 05:04:23 EST Wed, 16 Dec 2020, 13:41:17 EST Wed, 16 Dec 2020, 14:02:58 EST Wed, 16 Dec 2020, 14:03:44 EST Sat, 09 Jan 2021, 01:40:16 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 35 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Fri, 02 Oct 2020, 08:09:28 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.