The Impact of Stand-biased Desks on After-school Physical Activity Behaviors in Children

Abstract

The purpose of this study was to assess changes in after-school time spent performing sedentary behavior (SB), light intensity physical activity (LPA), and moderate to vigorous-intensity physical activity (MVPA) among elementary school children in response to the introduction of stand-biased desks in the classroom. Thirty-one 6th grade participants randomly assigned by their teacher to a traditional (CON) or stand-biased (INT) desk provided complete accelerometer data. After-school PA and SB were measured on four consecutive weekdays at baseline and 10-weeks. Wilcoxon Rank Sum Tests were used to detect significant differences (p