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Abstract
Standing desks and physical activity breaks can counteract the negative consequences of sedentarism at school. However, the implementation of these strategies should not restrict the pedagogical process. The aim of this study was to assess teachers’ perspectives on strategies to reduce sedentary behavior (SB) of students in the classroom. An online survey was conducted, and the answers were analyzed using descriptive statistics and frequency distribution. The relationships between the variables were assessed using Spearman’s coefficient and a chi-square test. Most teachers believed that a student–furniture mismatch was present. The most common reasons given for not using standing desks were concerns about desks being uncommon and their potential to disrupt the class. However, the majority of the teachers believed it feasible to perform physical activity (PA) breaks during classes. Further intervention studies are needed to determine for which courses the use of standing desks are feasible, for what time periods standing desks should be used, and the appropriate number and layout of standing desks in classrooms.
Highlights
The first environment in which an individual is exposed to prolonged sitting is the school environment
Results of this study showed that most teachers believed the use of standing desks in schools is feasible
An online survey was conducted to assess the opinions of teachers regarding strategies to reduce sedentary behavior (SB) of students in schools
Summary
The first environment in which an individual is exposed to prolonged sitting is the school environment. Students learn and acquire habits they will maintain throughout their lives. Students should be educated about the negative consequences of prolonged sitting and sedentary behavior (SB), such as unfavorable body composition, decreased fitness, lowered scores for self-esteem, and decreased academic achievement [2], and should learn strategies to counteract these negative effects. Behaviors can be affected by space and elements in a building [3]. In this context, interior space has the potential to promote the physical activity (PA) of a user [4]. The longest periods of uninterrupted sitting are anticipated to occur during classes, and interventions to reduce SB in the classroom are of great importance
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