I can stand learning. A controlled pilot intervention study on the effects of increased standing time on cognitive function in primary school children.

Autor/inn/en	Wick, Katharina; Faude, Oliver; Manes, Susanne; Zahner, Lukas; Donath, Lars
Titel	I can stand learning. A controlled pilot intervention study on the effects of increased standing time on cognitive function in primary school children. Gefälligkeitsübersetzung: I can stand learning. Eine kontrollierte Pilot-Interventionsstudie zu den Effekten einer erhöhten Standzeit auf die kognitiven Funktionen bei Grundschulkindern.
Quelle	In: International journal of environmental research and public health, 15 (2018) 2, Art.-ID 356, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1660-4601; 1661-7827
DOI	10.3390/ijerph15020356
Schlagwörter	Pädagogik; Empirische Untersuchung; Pilotstudie; Vergleichsuntersuchung; Denken; Kognition; Kognitive Leistung; Subjektivität; Objektivität; Adoleszenz; Denken; Grundschule; Kind; Kognition; Lernen; Pädagogik; Subjektivität; Bewegungsmangel; Motopädagogik; Objektivität; Stehen; Gesundheitsförderung; Kind; Grundschule; Lernen; Lernprozess; Bewegungsmangel; Gesundheitsförderung; Bewegungsaktivität; Motopädagogik; Stehen
Abstract	Sedentarism is considered an independent cardiovascular risk factor. Thus, the present study investigated the effects of employing standing desks in classrooms on cognitive function. The intervention class (IG; n = 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG; n = 19) received lessons as usual. Standing time was assessed objectively (accelerometers) and subjectively (self-report sheets, external classroom observers). The impact of standing on the digit span task and Eriksen flanker task was analysed. The standing time of the IG was higher during the school day in comparison to the CG (lesson: p = 0.004; break: p = 0.003). The intra-class correlation coefficient between self-reports and external observation was high (ICC = 0.94). The IG improved slightly on the Digit Span Task compared to CG. Employing standing desks for at least 1 h per school day serves as a feasible and effective opportunity to improve cognitive function. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/3