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

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dc.contributor.advisorAnn M. Swartz
dc.contributor.committeememberScott J. Strath
dc.contributor.committeememberChris C. Cho
dc.creatorTokarek, Nathan
dc.date.accessioned2025-01-16T18:06:56Z
dc.date.available2025-01-16T18:06:56Z
dc.date.issued2017-08-01
dc.description.abstractThe 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
dc.identifier.urihttp://digital.library.wisc.edu/1793/86062
dc.relation.replaceshttps://dc.uwm.edu/etd/1712
dc.subjectClassroom
dc.subjectElementary
dc.subjectIntervention
dc.subjectSedentary
dc.subjectStanding Desk
dc.subjectStudent
dc.titleThe Impact of Stand-biased Desks on After-school Physical Activity Behaviors in Children
dc.typethesis
thesis.degree.disciplineKinesiology
thesis.degree.grantorUniversity of Wisconsin-Milwaukee
thesis.degree.nameMaster of Science

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