期刊
BUILDING RESEARCH AND INFORMATION
卷 43, 期 5, 页码 631-645出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09613218.2015.1058093
关键词
active design; active living; children; health; school classrooms; sitting; standing desks
A reduction in sedentary behaviour (e.g. the length of time spent sitting) may prevent or reverse childhood obesity. The effectiveness of a dynamic classroom' environment in increasing standing and reducing sitting time in children was determined. A controlled trial with 26 (n=18 intervention) New Zealand children (aged 9.8 +/- 0.4 years; mean +/- SD) was conducted. The intervention class received height-appropriate workstations for 22 weeks while the control class retained traditional desks and chairs. Children's sitting and standing were measured at three time points (baseline, week 5, week 9). Pain, inattention and hyperactivity were also assessed. At week 22, qualitative data were collected via a focus group and an interview and analyzed using the thematic framework. Mean differences were interpreted using standardized magnitude thresholds. On weekdays (during waking hours) there was on average a large increase in overall standing, 55 minutes per day over nine weeks of intervention compared with the control classroom. Children's overall sitting time reduced, but the changes were small. There were no substantial differences between the control and intervention classrooms in pain and inattention-hyperactivity mean scores. Children enjoyed working at the height-appropriate standing workstations. Teachers were supportive of the dynamic classroom environment. Height-appropriate standing workstations can be successfully integrated into classrooms to increase overall standing and decrease sitting time.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据