Journal
JOURNAL OF PHYSICAL ACTIVITY & HEALTH
Volume 16, Issue 9, Pages 780-784Publisher
HUMAN KINETICS PUBL INC
DOI: 10.1123/jpah.2018-0178
Keywords
sitting; standing desk; school-based intervention
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Funding
- National Council of Scientific and Technological Development (CNPq/Brazil) through the sandwich doctorate scholarship [201022/2015-0]
- Portuguese Foundation for Science and Technology [SFRH/BPD/115977/2016]
- Fundacao para a Ciencia e Tecnologia (FCT) [UID/DTP/00447/2019]
- Sao Paulo Research Foundation [2017/27234-2]
- Fundação para a Ciência e a Tecnologia [UID/DTP/00447/2019] Funding Source: FCT
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Background: This investigation aimed to analyze the agreement between the GT3X accelerometer and the ActivPAL inclinometer for estimating and detecting changes in sedentary behavior of different contexts among adolescents. Methods: Secondary data from an intervention using standing desks in the classroom conducted within 2 sixth-grade classes (intervention [n = 22] and control [n = 27]) were used. The intervention took place over 16 weeks, with activity assessments (ActivPAL and GT3X) being performed 7 days before and in the last week of the intervention. Baseline information from both groups was considered for cross-sectional analysis (209 valid days), while data from 20 participants (intervention group) were used for longitudinal analysis. Results: The authors observed that GT3X overestimated sedentary time at school (16.8%), after school (13.5%), and during weekends (7.3%) compared with ActivPAL (P <.05). Outside the school (after school [r = -. 188] and on weekends [r = -. 260]), there was a trend to higher overestimation among adolescents with less sedentary behavior. Longitudinally, the GT3X was unable to detect changes resulting froman intervention in school hours (ActivPAL = -34.7 min center dot 9 h -1 vs GT3X= + 6.7 min center dot 9 h -1; P <.05). Conclusions: The authors conclude that GT3X (cut-point of < 100 counts center dot min -1) overestimated sedentary time of free-living activities and did not detect changes resulting from a classroom standing desk intervention in adolescents.
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