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

作　　者：Bronwyn Sudholz Ana Marıa Contardo Ayala Anna Timperio David W.Dunstan David E.Conroy Gavin Abbott Bernie Holland Lauren Arundell Jo Salmon 

机构地区：[1]Pomegranate Community Mental Health,St John of God Social Outreach,Ballarat,VIC 3350,Australia [2]Institute for Physical Activity and Nutrition(IPAN),School of Exercise and Nutrition Sciences,Deakin University,Geelong,VIC 3128,Australia [3]Physical Activity Laboratory,Baker Heart and Diabetes Institute,Melbourne,VIC 3004,Australia [4]Mary MacKillop Institute for Health Research,Australian Catholic University,Melbourne,VIC 3000,Australia [5]Department of Kinesiology,Pennsylvania State University,University Park,PA 16802,USA [6]Department of Preventive Medicine,Northwestern University,Chicago,IL 60611,USA [7]The Australian Council for Health and Physical Education and Recreation,Abbotsford,VIC 3067,Australia

出　　处：《Journal of Sport and Health Science》2023年第1期97-105,共9页运动与健康科学（英文）

基　　金：This study has received a seed funding from Deakin University’s School of Exercise and Nutrition Sciences(2015);BS was supported by funding from a National Health and Medical Research Council(NHMRC)Centre of Research Excellence(APP1057608);AMCA was supported by a Deakin University Postgraduate Research Scholarship(DUPRS).AT was supported by a National Heart Foundation of Australia Future Leader Fellowship award(Award ID 100046)during this study;DWD is supported by an NHMRC Senior Research Fellowship(APP1078360)and by the Victorian Government’s Operational Infrastructure Support Program;LA is supported by an Alfred Deakin Postdoctoral Research Fellowship.JS was supported by an NHMRC Principal Research Fellowship(APP1026216)during this research.The authors are grateful to the principal,teachers,and adolescents for their participation in this study。

摘　　要：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 

分 类 号：R179[医药卫生—妇幼卫生保健]