+44 (0)1509 263171
Please use this identifier to cite or link to this item:
|Title: ||The effects of standing desks within the school classroom: A systematic review|
|Authors: ||Sherry, Aron P.|
Clemes, Stacy A.
|Keywords: ||Sedentary behaviour|
|Issue Date: ||2016|
|Publisher: ||© The Authors. Published by Elsevier|
|Citation: ||SHERRY, A.P., PEARSON, N. and CLEMES, S.A., 2016. The effects of standing desks within the school classroom: A systematic review. Preventive Medicine Reports, 3, pp. 338-347.|
|Abstract: ||© 2016 The Authors. 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 up to and including June 2015 were located from online databases and manual searches. Studies implementing standing desks within the school classroom, including children and/or adolescents (aged 5-18 years) which assessed the impact of the intervention using a comparison group or pre-post design were included. Results: Eleven studies were eligible for inclusion; all were set in primary/elementary schools, and most were conducted in the USA (n = 6). Most were non-randomised controlled trials (n = 7), with durations ranging from a single time point to five months. Energy expenditure (measured over 2 h during school day mornings) was the only outcome that consistently demonstrated positive results (three out of three studies). Evidence for the impact of standing desks on sitting, standing, and step counts was mixed. Evidence suggested that implementing standing desks in the classroom environment appears to be feasible, and not detrimental to learning. Conclusions: Interventions utilising standing desks in classrooms demonstrate positive effects in some key outcomes but the evidence lacks sufficient quality and depth to make strong conclusions. Future studies using randomised control trial designs with larger samples, longer durations, with sitting, standing time and academic achievement as primary outcomes, are warranted.|
|Description: ||This is an Open Access Article. It is published by Elsevier under the Creative Commons Attribution 4.0 Unported Licence (CC BY-NC-ND). Full details of this licence are available at: http://creativecommons.org/licenses/by-nc-nd/4.0/|
|Publisher Link: ||http://dx.doi.org/10.1016/j.pmedr.2016.03.016|
|Appears in Collections:||Published Articles (Sport, Exercise and Health Sciences)|
Files associated with this item:
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.