Effects of using standing desks for 45 minutes on the stress and executive function of elementary school students

Studies have presented data regarding the effects of short-term (weeks) and long-term (one year) use of standing desks in classrooms on children’s health, cognition, and musculoskeletal symptoms. However, no previous study has examined such effects in an extremely short-term period such as one class...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:PloS one Ročník 17; číslo 8; s. e0272035
Hlavní autori: Tanaka, Ryo, Noi, Shingo
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: San Francisco Public Library of Science 18.08.2022
Public Library of Science (PLoS)
Predmet:
Academic achievement
Biology and Life Sciences
Classrooms
Cognition
Consent
Desks
Elementary school students
Executive function
Executive function (Psychology)
Exercise
Health aspects
Homework
Medicine and Health Sciences
Pediatric research
People and Places
Psychological aspects
Schools
Social Sciences
Standing position
Stress
Stress in children
Students
Vacations
Japan
ISSN:1932-6203, 1932-6203
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Studies have presented data regarding the effects of short-term (weeks) and long-term (one year) use of standing desks in classrooms on children’s health, cognition, and musculoskeletal symptoms. However, no previous study has examined such effects in an extremely short-term period such as one classroom lesson. This study aimed to examine the effects of using standing desks for 45 minutes on elementary school students’ stress and executive function. For this experiment, 56 students were recruited from public elementary schools in Setagayaku, Tokyo, Japan. There were three conditions involving the use of standing desks (standing, sitting, and mixed), and all students performed tasks for 45 minutes in each condition. Measurements of stress and executive function were performed before and after the students engaged with each condition. Stress levels did not differ between the sitting and standing conditions for the full 45 minutes. The number of correct answers in the Stroop test, an interference task, was higher in the standing and mixed conditions (switching between standing and sitting) than in the sitting condition (interaction: F (1,37) = 3.340, p = 0.04, η 2 = 0.05). These results indicate that using standing desks for 45 minutes improved the ‘inhibition’ of executive function without excessively increasing stress levels.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
Competing Interests: The height-adjustable standing desks used in the present study were supplied via an in-kind donation from Okamura Corporation. The company played no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. There are no patents, products in development or other marketed products to declare. This does not alter our adherence to PLOS ONE policies on sharing data and materials.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0272035