Standing desks at school improve students overall standing time

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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 effect...

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The effects of standing desks within the school classroom: A systematic review

BACKGROUND The school classroom environment often dictates that pupils sit for prolonged periods which may be detrimental for children's health. Replacing traditional school desks with standing desks may reduce sitting time and provide other benefits. The aim of this systematic review was to assess the impact of standing desks within the school classroom. METHOD Studies published in English u...

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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 behavi...

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Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks

Standing desks have proven to be effective and viable solutions to combat sedentary behavior among children during the school day in studies around the world. However, little is known regarding the potential of such interventions on cognitive outcomes in children over time. The purpose of this pilot study was to determine the neurocognitive benefits, i.e., improvements in executive functioning ...

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ژورنال

عنوان ژورنال: Journal of Science and Medicine in Sport

سال: 2018

ISSN: 1440-2440

DOI: 10.1016/j.jsams.2018.07.001