I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children

International Journal of Environmental Research and Public Health
Katharina WickLars Donath

Abstract

Sedentarism is considered an independent cardiovascular risk factor. Thus, the present study investigated the effects of employing standing desks in classrooms on cognitive function. The intervention class (IG; n = 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG; n = 19) received lessons as usual. Standing time was assessed objectively (accelerometers) and subjectively (self-report sheets, external classroom observers). The impact of standing on the digit span task and Eriksen flanker task was analysed. The standing time of the IG was higher during the school day in comparison to the CG (lesson: p = 0.004; break: p = 0.003). The intra-class correlation coefficient between self-reports and external observation was high (ICC = 0.94). The IG improved slightly on the Digit Span Task compared to CG. Employing standing desks for at least 1 h per school day serves as a feasible and effective opportunity to improve cognitive function.

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Citations

Sep 29, 2018·The International Journal of Behavioral Nutrition and Physical Activity·Maïté VerloigneGreet Cardon
Dec 6, 2018·International Journal of Environmental Research and Public Health·Corina NüeschLars Donath
May 31, 2019·International Journal of Environmental Research and Public Health·Tetsuhiro KidokoroMichael Annear
Sep 29, 2019·International Journal of Environmental Research and Public Health·Sharon ParryLeon Straker
Aug 8, 2020·International Journal of Occupational Safety and Ergonomics : JOSE·Matin RostamiAlireza Choobineh
Nov 19, 2020·International Journal of Environmental Research and Public Health·Nastja PodrekarNejc Šarabon
Aug 21, 2021·Trends in Neuroscience and Education·H Q ChimHans H C M Savelberg
Nov 16, 2021·Frontiers in Psychology·Joëlle RosenbaumHadrien Ceyte

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