Does Changing the Classroom Environment alter Physical Activity and Sedentary Behavior in Children?

Abstract

Various school-based interventions have been conducted to increase physical activity in children. However,Few have addressed changes in the physical environment of the classroom. PURPOSE: To examine the effects of balance balls in a classroom setting instead of chairs on physical activity and sedentary behavior in 9-year old children. METHODS: 17 children (10 female, 7 male) wore the SenseWear Armband (SWA, Software Version 6.1) for a 1 week period on 3 occasions to determine total daily energy expenditure (TDEE), activity energy expenditure (AEE, > 3 METs), and time spent at various intensities of physical activity. Baseline measurements occurred in January. Follow-up measurements were conducted after one week of familiarization to the balance balls and again at 8 weeks after the balance balls were introduced. To be included in the data analysis 3 valid weekdays (> 8 hours of wear-time per day) for each week of data collection were required. RESULTS: 9 children (6 female, 3 male) (9.2 ± 0.2 years, 139.2 ± 4.5 cm, 36.8 ± 5.8 kg) provided valid data. TDEE or AEE did not change during the experiment. Sedentary time (<1.5 METs) was significantly higher during the baseline measurement compared to the post-measurement (F=3.86, p<0.01). While no differences occurred at moderate intensities, significantly more time was spent in vigorous (6-8.9 METs) and very vigorous (>9 METs) intensities during the post-measurements (F=8.98, p=0.01 and F=11.59, p<0.01, respectively). CONCLUSION: Results show that the utilization of balance balls in place of chairs can decrease time spent in sedentary behaviors despite no significant change in TDEE. The higher levels of vigorous and very vigorous activity might be explained by seasonal variation. Redesign of the classroom physical environment may help to reduce sedentariness in children.