Sedentary Behavior Research Network (SBRN) - Terminology Consensus Project process and outcome

Background: The prominence of sedentary behavior research in health science has grown rapidly. With this growth there is increasing urgency for clear, common and accepted terminology and definitions. Such standardization is difficult to achieve, especially across multi-disciplinary researchers, practitioners, and industries. The Sedentary Behavior Research Network (SBRN) undertook a Terminology Consensus Project to address this need. Method: First, a literature review was completed to identify key terms in sedentary behavior research. These key terms were then reviewed and modified by a Steering Committee formed by SBRN. Next, SBRN members were invited to contribute to this project and interested participants reviewed and provided feedback on the proposed list of terms and draft definitions through an online survey. Finally, a conceptual model and consensus definitions (including caveats and examples for all age groups and functional abilities) were finalized based on the feedback received from the 87 SBRN member participants who responded to the original invitation and survey. Results: Consensus definitions for the terms physical inactivity, stationary behavior, sedentary behavior, standing, screen time, non-screen-based sedentary time, sitting, reclining, lying, sedentary behavior pattern, as well as how the terms bouts, breaks, and interruptions should be used in this context are provided. Conclusion: It is hoped that the definitions resulting from this comprehensive, transparent, and broad-based participatory process will result in standardized terminology that is widely supported and adopted, thereby advancing future research, interventions, policies, and practices related to sedentary behaviors

Sedentary behaviour in New Zealand primary school children

Changing children’s lifestyle habits from sedentary to physically active may be an important step to prevent, reverse and/or manage obesity. The increased use of technology has caused children to sit for long periods of time. This is of great concern as sitting may have detrimental health effects into adulthood independent of lack of physical activity. This thesis represents a series of studies designed to better understand sedentary behaviour in children. Firstly, it was important to establish the validity of a monitor that differentiated sitting from standing in children in both laboratory and school settings. In this thesis, the ActivPAL monitor was used which had not been validated in children previously. Secondly, a pilot observational study was conducted in a primary school to identify the period where children were most sedentary. Thirdly, it was important to determine the most appropriate and feasible strategies by interviewing teachers and principals, before intervening in a classroom environment. Fourthly, a “dynamic classroom” which encouraged less sitting, and more standing and movement in children was implemented in one primary school. In Study 1 (Chapter 2), the validity of the ActivPAL monitor in measuring sedentary behaviour of primary school children in a laboratory setting was objectively examined against video observation and other known motion sensors. A strong correlation (r ≥ 0.99) was found between the video recordings and the ActivPAL data in time spent sitting/lying, standing, stepping, and sit to stand and stand-to-sit transitions, and step counts in slow and normal walking but not in fast walking and running. In Study 2 (Chapter 3), the validity of the ActivPAL monitor in assessing free-living sitting/lying, standing, and stepping time, and transition and step counts in children was examined at school compared to direct observation. There was a strong correlation (r = 0.77-0.99) between the video and the ActivPAL in measuring sitting/lying, standing and stepping time, and step counts in both classtime and unstructured play. In counting classtime and playtime stand-to-sit transitions, correlation (r = 0.53-0.61) was moderate. The results of Studies 1 and 2 showed that the ActivPAL monitor was overall a valid device in measuring sedentary behaviour in children in both laboratory and primary school settings. In Study 3 (Chapter 4), the time children spent sitting, standing and stepping, in a typical school day, was quantified by the ActivPAL monitor. Children spent 56% sitting, 25% standing, and 18% stepping during a school day, however, 49% of sitting occurred in classroom. These findings suggested that an intervention to reduce sitting time in the classroom was needed. In Study 4 (Chapter 5), the most appropriate and feasible strategies to reduce children’s sitting time in the classroom were identified by interviewing primary school teachers and principals. It was found that height-adjustable standing desks/workstations and Swiss balls could be incorporated in the classroom. The effectiveness of a “dynamic classroom” environment in reducing children’s sitting and increasing standing was tested in Study 5 (Chapter 6). Traditional desks and chairs from a classroom were completely removed and height-adjustable standing workstations, Swiss balls, bean-bags, and benches were incorporated in the classroom over two school terms (22 weeks). Children’s sitting and standing were objectively measured using the ActivPAL monitor at three time points (baseline, week 5, and week 9). Pain, inattention and hyperactivity were also assessed at baseline, midline, and the final time point. At week 22, an interview with the intervention class teacher and a focus group with children were conducted. During school, there was a large increase in standing (intervention: 2.06 (0.44), mean (SD); control: 1.60 (0.69) h/day) which persisted across the full day (3.71 (0.92); 2.77 (0.76) h/day). Children and school staff were supportive of the “dynamic classroom” intervention as it offered increased space, social interactions, happier children, and better, quicker and easier supervision. The “dynamic classroom” seemed to increase concentration specifically in children with Attention Deficit Hyperactivity Disorder (ADHD). Height adjustable standing workstations were successfully integrated into the classroom environment to increase standing and decrease sedentary time in children. In conclusion, the school environment, where children spend most of their time, may be an effective setting to reduce sitting time in children. It seemed that incorporating height-adjustable standing workstations in the classroom to be a feasible and inexpensive strategy to encourage children to stand more and sit less. Future studies should investigate the impact of the “dynamic classroom” intervention on a larger sample for a longer period

Examining the validity of the ActivPAL monitor in measuring posture and ambulatory movement in children

<p>Abstract</p> <p>Background</p> <p>Decreasing sedentary activities that involve prolonged sitting may be an important strategy to reduce obesity and other physical and psychosocial health problems in children. The first step to understanding the effect of sedentary activities on children’s health is to objectively assess these activities with a valid measurement tool.</p> <p>Purpose</p> <p>To examine the validity of the ActivPAL monitor in measuring sitting/lying, standing, and walking time, transition counts and step counts in children in a laboratory setting.</p> <p>Methods</p> <p>Twenty five healthy elementary school children (age 9.9 ± 0.3 years; BMI 18.2 ± 1.9; mean ± SD) were randomly recruited across the Auckland region, New Zealand. Children were fitted with ActivPAL monitors and observed during simulated free-living activities involving sitting/lying, standing and walking, followed by treadmill and over-ground activities at various speeds (slow, normal, fast) against video observation (criterion measure). The ActivPAL sit-to-stand and stand-to-sit transition counts and steps were also compared with video data. The accuracy of step counts measured by the ActivPAL was also compared against the New Lifestyles NL-2000 and the Yamax Digi-Walker SW-200 pedometers.</p> <p>Results</p> <p>We observed a perfect correlation between the ActivPAL monitor in time spent sitting/lying, standing, and walking in simulated free-living activities with direct observation. Correlations between the ActivPAL and video observation in total numbers of sit-to-stand and stand-to-sit transitions were high (r = 0.99 ± 0.01). Unlike pedometers, the ActivPAL did not misclassify fidgeting as steps taken. Strong correlations (r = 0.88-1.00) between ActivPAL step counts and video observation in both treadmill and over-ground slow and normal walking were also observed. During treadmill and over-ground fast walking and running, the correlations were low (r = 0.21-0.46).</p> <p>Conclusion</p> <p>The ActivPAL monitor is a valid measurement tool for assessing time spent sitting/lying, standing, and walking, sit-to-stand and stand-to-sit transition counts and step counts in slow and normal walking. The device did not measure accurately steps taken during treadmill and over-ground fast walking and running in children.</p

Standing classrooms : research and lessons learned from around the world

Children spend between 50 and 70&nbsp;% of their time sitting while at school. Independent of physical activity levels, prolonged sitting is associated with poor health outcomes in adulthood. While there is mixed evidence of health associations among children and adolescents, public health guidelines in the USA, UK, Australia and Canada now recommend young people should break up long periods of sitting as frequently as possible. A potentially effective approach for reducing and breaking up sitting throughout the day is changing the classroom environment. This paper presents an overview of a relatively new area of research designed to reduce youth sitting time while at school by changing the classroom environment (n&nbsp;=&nbsp;13 studies). Environmental changes included placement of height-adjustable or stand-biased standing desks/workstations with stools, chairs, exercise balls, bean bags or mats in the classroom. These 13 published studies suggest that irrespective of the approach, youth sitting time was reduced by between ~44 and 60&nbsp;min/day and standing time was increased by between 18 and 55&nbsp;min/day during classroom time at school. Other benefits include increased energy expenditure and the potential for improved management of students\u27 behaviour in the classroom. However, few large trials have been conducted, and there remains little evidence regarding the impact on children\u27s learning and academic achievement. Nevertheless, with an increasing demand placed on schools and teachers regarding students\u27 learning outcomes, strategies that integrate moving throughout the school day and that potentially enhance the learning experience and future health outcomes for young people warrant further exploration

Sedentary Behavior Research Network (SBRN) - Terminology Consensus Project process and outcome

Background: The prominence of sedentary behavior research in health science has grown rapidly. With this growth there is increasing urgency for clear, common and accepted terminology and definitions. Such standardization is difficult to achieve, especially across multi-disciplinary researchers, practitioners, and industries. The Sedentary Behavior Research Network (SBRN) undertook a Terminology Consensus Project to address this need. Method: First, a literature review was completed to identify key terms in sedentary behavior research. These key terms were then reviewed and modified by a Steering Committee formed by SBRN. Next, SBRN members were invited to contribute to this project and interested participants reviewed and provided feedback on the proposed list of terms and draft definitions through an online survey. Finally, a conceptual model and consensus definitions (including caveats and examples for all age groups and functional abilities) were finalized based on the feedback received from the 87 SBRN member participants who responded to the original invitation and survey. Results: Consensus definitions for the terms physical inactivity, stationary behavior, sedentary behavior, standing, screen time, non-screen-based sedentary time, sitting, reclining, lying, sedentary behavior pattern, as well as how the terms bouts, breaks, and interruptions should be used in this context are provided. Conclusion: It is hoped that the definitions resulting from this comprehensive, transparent, and broad-based participatory process will result in standardized terminology that is widely supported and adopted, thereby advancing future research, interventions, policies, and practices related to sedentary behaviors