Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

“…Race/ethnicity was reported in 3 studies and ranged from 23.0% to 70.3% white. [25][26][27] Anthropometric measurements (weight, height, and waist circumference) were reported in 6 studies. Based on Centers for Disease Control and Prevention BMIfor-age percentiles, 28 3 samples had a normal mean BMI (BMI ≥5th and <85th percentiles).…”

“…Based on Centers for Disease Control and Prevention BMIfor-age percentiles, 28 3 samples had a normal mean BMI (BMI ≥5th and <85th percentiles). 25,26,29 Three other samples were overweight/obese (BMI ≥85th percentile), 27,30,31 and 2 additional studies did not report BMI or height and weight measures to derive BMI. 24,32 Geographically, 4 studies were conducted in the United States, 2 in New Zealand, 1 in Germany, and 1 article reported individual findings from Australia and England.…”

“…[30][31][32] The other design was a "sit-to-stand" desk that incorporated both an adjustable standing desk and stool, and some desks included a swinging foot pendulum that permits extra movement and helps to correct posture. [24][25][26][27]29 There were no marked differences in outcomes between standing desk or sit-tostand desk designs; henceforth, the term "standing desk" is used to represent both types of desks. Where applicable, the control condition for each study was a traditional seated desk.…”

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

“…Schools are frequently used as contexts for promoting children's health due to the ability to maximise reach, availability of existing resources, and possibility of curricular integration and sustainability (Fairclough et al, 2013). Children spend a large proportion of the school day seated and it is estimated that in primary schools children are seated for 50-70% of their time in the classroom (Clemes et al, 2015). Integration of physical activity into normal academic classroom time could break up or reduce sitting and may have added academic benefits such as improved attention to task, motivation and enjoyment of learning, and attainment in certain subjects (Grieco, Jowers, Errisuriz, & Bartholomew, 2016;Martin & Murtagh, 2017;Mullender-Wijnsma et al, 2016).…”

“…MI can also include more extensive activities where lessons incorporate physical activity into the delivery of academic content, for example by counting steps walked around the room to estimate distance. As well as these more traditional MI approaches, environmental restructuring via the introduction of standing desks (Clemes et al, 2015;Sherry, Pearson, & Clemes, 2016) or activity equipment (McCrady-Spitzer, Manohar, Koepp, & Levine, 2014) into the classroom has also been trialled to promote a reduction in sitting and an increase in standing and/or stepping. Delivery of MI in primary schools, although likely influenced by senior school leaders and colleagues, is largely under the control of the classroom teacher.…”