Classroom movement breaks increase physical activity and reduce sedentary behaviour during university classes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students took more steps and spent more minutes walking in classes with movement breaks than in classes without movement breaks. → Lynch Julia 2022 q2 i? Sit-stand desks increased classroom standing time: students with sit-stand desks stood six to eight minutes per hour versus zero to two minutes per hour for students with seated desks. → Lynch Julia 2022 (2)

Evidence¶

Lynch Julia 2022¶

Lynch Julia, O'Donoghue Gráinne, Peiris Casey L. (2022). Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph19137775

q2 · i? · quant-synthesis · r2

Mixed-methods feasibility study (Peiris et al.) with objectively measured physical activity during class comparing classes with 5–10 min whole-body exercise breaks to classes without breaks. Students took 834 more steps (95% CI 675 to 994) and walked 10 more minutes (95% CI 8 to 12).

"students took 834 (95%CI 675 to 994) more steps and spent 10 (95% CI 8 to 12) more minutes walking in classes with movement breaks compared to classes without movement breaks"

Lynch Julia 2022 (2)¶

Lynch Julia, O'Donoghue Gráinne, Peiris Casey L. (2022). Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph19137775

q2 · i? · quant-synthesis · r2

Cross-over intervention (Jerome et al., n = 496) of height-adjustable sit-stand desks and stools in classrooms. Standing time was six to eight minutes per hour with sit-stand desks versus zero to two minutes per hour with seated desks.

"Students with access to sit to stand desks in the classroom setting stood for six to eight minutes per hour compared to students with seated desks who stood for zero to two minutes per hour"

Discussion¶

Related Claims¶

• Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — related
• A 10-minute run break midway through a lecture improves objectively measured visual attention in university students — related
• Classroom movement breaks increase vigour and concentration and decrease fatigue immediately after the break — related
• PAL and CMB interventions are feasible and acceptable to university students and staff — related
• Active Learning Classrooms predominantly reduce sitting time and increase standing time in children and adolescents — related