A1 Journal article (refereed)
Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students (2022)


Hartikainen, J., Haapala, E. A., Sääkslahti, A., Poikkeus, A.-M., & Finni, T. (2022). Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students. International Journal of Environmental Research and Public Health, 19(13), Article 8185. https://doi.org/10.3390/ijerph19138185


JYU authors or editors


Publication details

All authors or editors: Hartikainen, Jani; Haapala, Eero A.; Sääkslahti, Arja; Poikkeus, Anna-Maija; Finni, Taija

Journal or series: International Journal of Environmental Research and Public Health

ISSN: 1661-7827

eISSN: 1660-4601

Publication year: 2022

Publication date: 04/07/2022

Volume: 19

Issue number: 13

Article number: 8185

Publisher: MDPI AG

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.3390/ijerph19138185

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82503


Abstract

Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs that may provide possibilities to reduce sedentary behavior among students during lessons. Cross-sectional associations of classroom type on accelerometry assessed sedentary bout durations and sit-to-stand transitions were investigated in 191 third and fifth grade students recruited from one school with open learning spaces and two schools with conventional classrooms. A three-way ANOVA for classroom type, gender and grade level indicated that students in open learning spaces had more 1-to-4-min sedentary bouts (mean difference 1.8 bouts/h, p < 0.001), fewer >10-min sedentary bouts (median 0.20 vs. 0.48 bouts/h, p = 0.004) and more sit-to-stand transitions (mean difference 0.9 STS/h, p = 0.009) than students in conventional learning spaces. Comparisons between schools by grade, which were conducted with a one-way ANCOVA adjusted for gender, indicated that most of the significant differences occurred between schools with different classroom types. There were only small and mostly statistically nonsignificant differences between the two schools with conventional classrooms. In conclusion, open learning spaces may improve children’s sedentary profiles towards shorter sedentary bout durations and facilitate also postural transitions during lessons, which may translate into beneficial health impacts over a longer period.


Keywords: pupils; children (age groups); physical activity; physical training; immobility; sitting; teaching premises; learning environment; lessons; breaks; standing; positions (physical properties); physical education (school subject); gender

Free keywords: sedentary behavior; physical activity; school; open learning spaces; sit-to-stand transitions


Contributing organizations


Related projects


Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1


Last updated on 2024-03-04 at 17:16