Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents
Autor
Silva, Danilo R.
Machado, Daniel G. S.
Pinto, Fernando
Júdice, Pedro B.
Minderico, Cláudia S.
Collings, Paul J.
Cyrino, Edilson S.
Sardinha, Luís B.
Resumen
The replacement of traditional classroom desks for active-permissive desks has been tested to reduce sitting time during classes. However, their impact on other domains is still unclear. We aimed to verify the potential effects of a classroom standing desk intervention on cognitive function and academic achievement in 6th-grade students. This was a controlled trial conducted with two classes [intervention (n = 22) and control (n = 27)] from a public school in Lisbon, Portugal. The intervention was carried out for 16 weeks and consisted of multi-level actions (students, parents, and teachers) centered on the implementation of standing desks in the intervention classroom. The control group had traditional classes with no use of standing desks or any other interference/action from the research team. Pre- and post-assessments of executive functions (attention, inhibitory function, memory, and fluid intelligence) and academic achievement were obtained. No differences between groups were found at baseline. Both groups improved (time effect) academic achievement (p < 0.001), memory span (p < 0.001), and inhibitory function (p = 0.008). Group versus time interactions were observed regarding operational memory (intervention: + 18.0% and control: + 41.6%; p = 0.039) and non-verbal fluid intelligence (intervention: − 14.0% and control: + 3.9%; p = 0.017). We concluded that a 16-week classroom standing desk intervention did not improve cognitive performance or academic achievement more than the traditional sitting classes. Trial registration: ClinicalTrials.gov Identifier (NCT03137836) (date of first registration: 03/05/2017). © 2022, The Author(s).
Colecciones
Ítems relacionados
Mostrando ítems relacionados por Título, autor o materia.
-
Article
Physical activity intervention (Movi-Kids) on improving academic achievement and adiposity in preschoolers with or without attention deficit hyperactivity disorder: Study protocol for a randomized controlled trial (2020)
Sánchez-López M.; Pardo-Guijarro M.J.; del Campo D.G.-D.; Silva P.; Martínez-Andrés M.; Gulías-González R.; Díez-Fernández A.; Franquelo-Morales P.; Martínez-Vizcaíno V.; Mota J.; ... (BioMed Central Ltd., 2015) -
Review
Active commuting to and from school, cognitive performance, and academic achievement in children and adolescents: A systematic review and meta-analysis of observational studies (2020)
Ruiz-Hermosa A.; Álvarez-Bueno C.; Cavero-Redondo I.; Martínez-Vizcaíno V.; Redondo-Tébar A.; Sánchez-López M. (MDPI AG, 2019) -
Article
Effect of physical activity and fitness on executive functions and academic performance in children of elementary school. A systematic review (2024)
Aguayo, Beatriz Berrios; Román, Pedro Ángel Latorre; Sánchez, Jesús Salas; Vallejo, Antonio Pantoja (Universidad Catolica San Antonio Murcia, 2022)This systematic review sought to investigate the influence of physical activity and physical fitness on cognitive functions and academic performance. Studies were identified in four databases from January 2010 through ...