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Article Publish Status: FREE
Abstract Title:

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

Abstract Source:

Int J Environ Res Public Health. 2018 02 17 ;15(2). Epub 2018 Feb 17. PMID: 29462986

Abstract Author(s):

Katharina Wick, Oliver Faude, Susanne Manes, Lukas Zahner, Lars Donath

Article Affiliation:

Katharina Wick

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;= 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG;= 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:= 0.004; break:= 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.

Study Type : Human Study
Additional Links
Therapeutic Actions : Sit-Stand Desk : CK(10) : AC(0)

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