Postural, behavioural and cognitive effects of sit-stand desk use in primary school children – a crossover intervention pilot study

Abstract

Introduction and aim. This study explores the effects of implementing stand-biased desks in a classroom setting on physical posture, cognitive performance, and attention in elementary school students aged 11 to 12 years old. Material and methods. The study group consisted of 51 boys from 5th and 6th grades. A crossover intervention design was employed, where students alternated between using traditional and sit-stand desks over the course of the study lasting three months. Anthropometric measurements, posture assessments, and cognitive tests (the d2 Test of Attention and Stroop), were conducted at three intervals (T1/T2/T3): initial, mid-intervention, and post-intervention. Results. During the intervention, significant changes were observed in anthropometric parameters, except for a decrease in body fat percentage. Cognitive testing revealed significant improvements in attentiveness and cognitive control when using the sit-stand desks. Specifically, the d2 test indicated enhanced concentration performance and test effectiveness, particularly when conducted in a standing position. The Stroop test also showed improvements in both time and corrected errors between the second and third assessments. Conclusion. The findings suggest that sit-stand desks may associate with better weight distribution and improved posture, with positive effects on attentiveness and cognitive performance of schoolchildren.