Novel standing desk intervention in Japanese elementary education: mixed-methods evidence for health and pedagogical impacts
Novel standing desk intervention in Japanese elementary education: mixed-methods evidence for health and pedagogical impacts
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DOI：
10.7600/jpfsm.10.273
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发表时间：
2021-09
期刊：
影响因子：
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通讯作者：
M. Annear;T. Kidokoro
中科院分区：
文献类型：
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作者：
M. Annear;T. Kidokoro
站立式课桌有可能改善小学的教育和健康结果，但使用混合方法或在亚洲国家进行的干预研究有限。本研究的目的是阐明日本一所小学学生使用站立书桌的主观体验和客观效果。参与干预的受访者包括日本长野一所公立小学的22名六年级学生和他们的老师。站立式课桌在教室里实施了九个月。在干预期间，两次产生主观焦点小组和访谈数据，以促进数据饱和。目的用加速度计数据记录干预前和干预期间的活动和久坐行为。焦点小组和访谈数据强调了积极的身体和教育效果，包括在耐力和姿势、自我表达、同伴互动和减少状态焦虑方面的感知改善。这些数据还表明，在一个保守的教育系统中，人们对年龄适当性和实施的实用性感到担忧。加速计结果显示，在校和非在校时间中，中等强度到高强度的体力活动都发生了显著变化。站立式办公桌为日本基础教育的现代化提供了一种实用的方法，这可能会给健康和教育带来好处。建议在立式课桌教室中进行多地点随机对照干预和教师风格和理念的比较，以证实和扩展本研究结果。在干预组(N 22)和对照组(N 20)中检查基线和随访期间活动水平的变化。如果交互作用显著，则进行事后分析以检查每个因素中的简单主效应。以及在非上课时间和对照班级之间的行为
Standing desks have the potential to improve educational and health outcomes in elementary schools, yet limited intervention studies have been undertaken using mixed methods approaches or in Asian countries. The aim of this research was to elucidate the subjective experiences and objective effects of standing desk use in a Japanese elementary school. Respondents in the intervention included a class of 22 year six students and their teacher at a public elementary school in Nagano, Japan. Standing desks were implemented in the classroom for nine months. Subjective focus group and interview data were generated on two occasions during the intervention period to facilitate data saturation. Objective accelerometry data were used to record active and sedentary behaviour before and during the intervention. Focus group and interview data highlighted positive physical and educational effects, including perceived improvements in endurance and posture, self-expression, peer interaction, and reduced state anxiety. These data also revealed concerns about age-appropriateness and practicality of implementation in a conservative education system. Accelerometry findings showed significant changes in moderate- to vigorous-intensity physical activity during both school and non-school hours. Standing desks provide a practical approach for modernizing Japanese elementary education, which may hold benefits across both health and education. Follow-up multi-site randomized controlled interventions and comparisons of teacher style and philosophy in standing desk classrooms are recommended to confirm and expand the present findings. was performed to examine the changes in activity levels between baseline and follow-up in the intervention (n 22) and control (n 20) classes. If the interaction was significant, post-hoc analysis was performed to examine the simple main effects in each factor. and behavior during non-school hours between and control classes