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The impact of height-adjustable desks and classroom prompts on classroom sitting time,social,and motivational factors among adolescents

引用

Journal of Sport and Health Science 2023年第1期12卷 97-105页

作者： Bronwyn Sudholz Ana Marıa Contardo Ayala Anna Timperio David W.Dunstan David E.Conroy gavin abbott Bernie Holland Lauren Arundell Jo Salmon Pomegranate Community Mental Health St John of God Social OutreachBallaratVIC 3350Australia Institute for Physical Activity and Nutrition(IPAN) School of Exercise and Nutrition SciencesDeakin UniversityGeelongVIC 3128Australia Physical Activity Laboratory Baker Heart and Diabetes InstituteMelbourneVIC 3004Australia Mary MacKillop Institute for Health Research Australian Catholic UniversityMelbourneVIC 3000Australia Department of Kinesiology Pennsylvania State UniversityUniversity ParkPA 16802USA Department of Preventive Medicine Northwestern UniversityChicagoIL 60611USA The Australian Council for Health and Physical Education and Recreation AbbotsfordVIC 3067Australia

Purpose:This quasi-experimental study examined the impact of height-adjustable desks in combination with prompts to break up prolonged sitting time during class time and identified social and motivational factors associated with breaking up sitting time among adolescents.Teachers’perceptions of strategies were also examined.Methods:Over 17 weeks,1 classroom in a government secondary school in Melbourne,Australia,was equipped with 27 height-adjustable desks and prompts(posters and desk stickers)to break up classroom sitting time.Teachers received professional development in the use of the desks and prompts.One group of adolescents(n=55)had 2-5 lessons/week using the height-adjustable desks in an intervention classroom,and a comparison group matched by year level and subject(n=50)was taught in traditional“seated”classrooms.Adolescents wore an activPAL monitor at baseline(T0),4 weeks(T1),and 17 weeks(T2)and completed a survey at T0 and T2.Six teachers participated in interviews at T2.Effect sizes were calculated(d).Results:Linear mixed models found that,compared to the traditional“seated”classrooms,the adolescents in the intervention classroom had significantly lower sitting time(T1:-9.7 min/lesson,d=-0.96;T2:-6.7 min/lesson,d=-0.70)and time spent in sitting bouts>15 min(T2:-11.2 min/lesson,d=-0.62),and had significantly higher standing time(T1:7.3 min/lesson,d=0.84;T2:5.8 min/lesson,d=0.91),number of breaks from sitting(T1:1.3 breaks/lesson,d=0.49;T2:1.8 breaks/lesson,d=0.67),and stepping time(T1:2.5 min/lesson,d=0.66).Intervention classroom adolescents reported greater habit strength(d=0.58),self-efficacy for breaking up sitting time(d=0.75),and indicated that having a teacher/classmate remind them to stand as helpful(d=0.50).Conclusion:This intervention shows promise for targeting sitting behaviors in the classroom and indicates that incorporating social and motivational strategies may further enhance outcomes.

关键词： Adolescent School Sedentary behavior Sitting Standing

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