Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design

International Journal of Environmental Research and Public Health

Chi C. Cho¹  Ann M. Swartz²  Ryan M. Sullivan³  Alexander L. Wallace³  Christine M. Kaiver³  Krista M. Lisdahl³ 

[1] Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;

关键词: cognitive function;    standing;    children;    school;    sedentary behavior;    development;   

DOI  :  10.3390/ijerph19095684

来源: DOAJ

【 摘 要 】

Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at baseline and readministered before students switched desks and at the conclusion of the study. Results: There were no significant effects on cognition or behavioral ratings from standing-biased desk intervention. Grade significantly moderated the relationship between stand-biased desks and cognition in that third graders showed increased cognitive control (p = 0.02, f² = 0.06). Further, sex moderated the relationship in that females at stand-biased desks showed increased cognitive control (p = 0.03, f² = 0.04). Conclusions: These results suggest that stand-biased desks impact cognition depending on grade and sex, indicating a complex relationship that should be teased out further in future research. Stand-biased desks showed moderate improvements in cognition and no deleterious effects, suggesting that they may be a helpful classroom intervention for children in elementary school.

【 授权许可】

Unknown