Upright active desks reduce classroom sitting time and increase standing time in primary-school children¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a controlled trial of sit-to-stand desks, the intervention group sat less (52.4% vs 72.1% of class time) and stood more than controls during class. → Guirado Terry 2021 q3 i? In the Clemes et al. (2020) RCT, intervention children reduced sitting by 30.6 min/day and increased standing and stepping time relative to controls. → Guirado Terry 2021 (2)

Evidence¶

Guirado Terry 2021¶

Guirado Terry, Chambonnière Camille, Chaput Jean-Philippe, Metz Lore, Thivel David, Duclos Martine. (2021). Effects of Classroom Active Desks on Children and Adolescents’ Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph18062828

q3 · i? · causal · r1

Table 3 entry for Sherry et al. (2020), a controlled trial of upright active desks over 8 months in grade-5 classes (IG N=27, CG N=22) measured with ActivPAL inclinometers. During class time the intervention group sat less and stood more, both p = 0.001; no standardized effect size is printed.

"Sitting time: IG < CG IG vs. CG: IG: 52.4 ± 21.9% vs. CG: 72.1 ± 6.6% (p = 0.001) Standing time: IG > CG IG vs. CG: IG: 35.6 ± 18.1% vs. CG: 17.6 ± 9.0% (p = 0.001)"

Guirado Terry 2021 (2)¶

Guirado Terry, Chambonnière Camille, Chaput Jean-Philippe, Metz Lore, Thivel David, Duclos Martine. (2021). Effects of Classroom Active Desks on Children and Adolescents’ Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph18062828

q3 · i? · review · r2

Table 3 entry for Clemes et al. (2020), an RCT across 8 classrooms (IG N=86, CG N=90) with 4–5 months of sit-to-stand desk exposure. The intervention group sat about 30.6 min/day less than controls and showed higher standing and stepping time; no standardized effect size is printed.

"↓ Sitting time IG (−30.6 min/day) Sitting time: IG < CG IG vs. CG: IG: 472 ± 73.5 min/day vs. CG: 504.4 ± 94 min/day Standing time: IG > CG"

Discussion¶

Related Claims¶

• The evidence base on classroom active desks is limited by heterogeneous, weak study designs, preventing firm conclusions per desk type — related
• Cycling desks increase students' classroom energy expenditure by around 36% relative to normal class hours — related
• Standing desks are associated with higher academic engagement in primary-school classrooms — related
• Active Learning Classrooms predominantly reduce sitting time and increase standing time in children and adolescents — related
• Musculoskeletal effects of active desks are mixed, with reduced neck discomfort in some studies and increased neck and shoulder discomfort in others — related
• Effects of ALCs on physical activity are mixed, with some studies showing lower PA in ALCs than traditional classrooms — related