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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20063

Title: Standing classrooms: research and lessons learned from around the world
Authors: Hinckson, Erica
Salmon, Jo
Benden, Mark
Clemes, Stacy A.
Sudholz, Bronwyn
Barber, Sally E.
Aminian, Saeideh
Ridgers, Nicola
Issue Date: 2015
Publisher: © Springer
Citation: HINCKSON, E. ...et al., 2015. Standing Classrooms: Research and Lessons Learned from Around the World. Sports Medicine, 46 (7), pp. 977-987.
Abstract: © 2015 Springer International Publishing Switzerland Children spend between 50 and 70 % of their time sitting while at school. Independent of physical activity levels, prolonged sitting is associated with poor health outcomes in adulthood. While there is mixed evidence of health associations among children and adolescents, public health guidelines in the USA, UK, Australia and Canada now recommend young people should break up long periods of sitting as frequently as possible. A potentially effective approach for reducing and breaking up sitting throughout the day is changing the classroom environment. This paper presents an overview of a relatively new area of research designed to reduce youth sitting time while at school by changing the classroom environment (n = 13 studies). Environmental changes included placement of height-adjustable or stand-biased standing desks/workstations with stools, chairs, exercise balls, bean bags or mats in the classroom. These 13 published studies suggest that irrespective of the approach, youth sitting time was reduced by between ~44 and 60 min/day and standing time was increased by between 18 and 55 min/day during classroom time at school. Other benefits include increased energy expenditure and the potential for improved management of students’ behaviour in the classroom. However, few large trials have been conducted, and there remains little evidence regarding the impact on children’s learning and academic achievement. Nevertheless, with an increasing demand placed on schools and teachers regarding students’ learning outcomes, strategies that integrate moving throughout the school day and that potentially enhance the learning experience and future health outcomes for young people warrant further exploration.
Description: This paper is in closed access.
Version: Published
DOI: 10.1007/s40279-015-0436-2
URI: https://dspace.lboro.ac.uk/2134/20063
Publisher Link: http://dx.doi.org/10.1007/s40279-015-0436-2
ISSN: 0112-1642
Appears in Collections:Closed Access (Sport, Exercise and Health Sciences)

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