Acceptability of standing workstations in elementary schools: a pilot study
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Published on: March 27, 2012
Erica A Hinckson1, Saeideh Aminian, Erika Ikeda
1Centre for Physical Activity and Nutrition, Centre for Child Health, Institute of Public Health and Mental Health, Auckland University of Technology, Private Bag 92006, Auckland, New Zealand. erica.hinckson@aut.ac.nz
Objective:
To examine the acceptability of introducing standing workstations in elementary-school classrooms; and to quantify changes in children's time spent sitting, standing, and walking; step counts; sit-to-stand transitions; and musculoskeletal discomfort.
Methods:
A controlled trial was conducted in two elementary schools in Auckland, New Zealand (March-May 2012). Participants were 30 third and fourth graders (n = 23 intervention, n = 7 control). Intervention classes received standing workstations; control class retained usual sitting desks. Children wore ActivPAL monitors over 7 days at baseline and during the fourth week of the intervention.
Results:
Children spoke enthusiastically of the standing workstations. School staffs were supportive of the standing workstations because they offered "flexibility in learning". Overall, children in the intervention group sat less (intervention: 8.27 (1.45), mean (SD); control: 9.00 (0.80) h/day), stood longer (3.75 (0.88); 2.85 (0.30) h/day), and engaged in fewer transitions from sitting to standing (93 (17); 98 (26) counts) compared to the control group. Effect size ranged from small-large (-0.49; 95% confidence limits (0.64)%, 0.71; (0.48), -0.96; (0.54)% respectively). Results for time spent stepping and step counts were unclear.
Conclusion:
Standing workstations can be successfully integrated in classroom environments and appear to decrease overall sedentariness.