The obese office worker seating problem

A field study was performed using 51 participants that were randomly selected from several Brazos Valley, Texas businesses to participate in an 8-hour assessment of office seating habits that influence seating design and testing. A control group was established as those with BMI’s 35. Data was collected through written survey and through data logging of seat and back contact pressure (average and peak), surface area, center of gravity and duration of contact by recording 8 metrics, once per second using the X-sensor pressure mapping device and software. Additionally, 50 days of caster roll distance was recorded for the participants using a caster mounted digital encoder. It was determined that at alpha = 0.05, using the Student’s T-test, a significant difference did exist between the groups in mean seat time per shift (p<.001) back contacts per shift (p<.002), seat contacts per shift (p<.01) and caster distance rolled per shift (p<.001). During a subsequent lab study, data were collected during 3 cycles of ingress, egress on the armrest use, along with anthropometry and critical chair testing parameters. Center of Gravity was measured from a fixed backrest (front to rear) for 16 participants. 4 male and 4 female obese with BMI greater than 35 and 4 male and 4 female with BMI less than 30 were compared. The purpose of this study was to determine whether a significant difference existed between anthropometric factors for normal and obese participants that would affect how a chair should be loaded during testing. The null hypothesis that normal means and obese means for each measure were equal was rejected by using independent samples T-test at alpha = 0.05 with p<.001 significance reported for all measures. These data suggest a need for a fresh look at several parameters used in the normal test standards as well as a need for a tougher test method for seating designed for the obese worker

Use of Stand-Biased Desks to Reduce Sedentary Time in High School Students: A Pilot Study

Background: The purpose of this pilot study was to identify differences between sitting and standing time in high school students’ pre and post stand-biased desk intervention. Methods: ActivPal3™ activity monitors were affixed to 25 Bryan Collegiate High School students’ to monitor their standing time and activity levels. Data were collected at the beginning of the school year (fall) in traditional seated desks and in the spring in stand-biased desks. After attrition, 18 of the original 25 students were included in the final analysis. The physical activity data (steps) as well as standing and sitting time data provided by the monitors was used for within subject intervention analyses. Results: Descriptive statistics and a two-sided t-test were used to analyse differences between pre and post intervention sitting and standing times. Analysis indicated a significant reduction of sitting time post stand-biased desk intervention (p&lt;0.0001) and a significant increase in standing time, post stand-biased desk intervention (p&lt;0.0001). Analysis also revealed a non-statistically significant (p &lt; 0.0619) average increase of 2,286 steps per school day when comparing mean steps pre-intervention (6,612) and post-intervention (8,898). Conclusions: Standing desks have the potential to reduce sedentary behavior and increase light to moderate physical activity for high school students during the school day

The Evaluation of the Impact of a Stand-Biased Desk on Energy Expenditure and Physical Activity for Elementary School Students

Due to the increasing prevalence of childhood obesity, the association between classroom furniture and energy expenditure as well as physical activity was examined using a standing-desk intervention in three central-Texas elementary schools. Of the 480 students in the 24 classrooms randomly assigned to either a seated or stand-biased desk equipped classroom, 374 agreed to participate in a week-long data collection during the fall and spring semesters. Each participant’s data was collected using Sensewear® armbands and was comprised of measures of energy expenditure (EE) and step count. A hierarchical linear mixed effects model showed that children in seated desk classrooms had significantly lower (EE) and fewer steps during the standardized lecture time than children in stand-biased classrooms after adjusting for grade, race, and gender. The use of a standing desk showed a significant higher mean energy expenditure by 0.16 kcal/min (p &lt; 0.0001) in the fall semester, and a higher EE by 0.08 kcal/min (p = 0.0092) in the spring semester

Student desk with stool

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Adjustable footrest for adjustable-height desk

An adjustable desk has base members or sidewalls supporting the desk on a surface. Each sidewall has at least one support movably vertically relative to the sidewall. A tabletop is disposed above the base member and is supported on the supports. A footrest is disposed between the base members beneath the tabletop and can move between a back position toward a back of the desk and a front position toward a front of the desk. One or more mechanisms operatively couple to at least one of the supports and to the footrest. The one or more mechanisms move the at least one support vertically relative to the base member to raise and lower the tabletop relative to the sidewall. Likewise, the one or more mechanisms move the footrest between the back and front positions. Preferably, movement of the footrest is coordinated with the movement of the tabletop so that the footrest moves to the front position when the tabletop is raised for standing and moves to the back position when the tabletop is lowered for sitting.U

Adjustable footrest for adjustable-height desk

An adjustable desk has base members or sidewalls supporting the desk on a surface. Each sidewall has at least one support movably vertically relative to the sidewall. A tabletop is disposed above the base member and is supported on the supports. A footrest is disposed between the base members beneath the tabletop and can move between a back position toward a back of the desk and a front position toward a front of the desk. One or more mechanisms operatively couple to at least one of the supports and to the footrest. The one or more mechanisms move the at least one support vertically relative to the base member to raise and lower the tabletop relative to the sidewall. Likewise, the one or more mechanisms move the footrest between the back and front positions. Preferably, movement of the footrest is coordinated with the movement of the tabletop so that the footrest moves to the front position when the tabletop is raised for standing and moves to the back position when the tabletop is lowered for sitting.U

Versatile student desk

A seat and desk assembly has a seat integrated with a desk by a interconnecting base and floor. One or both of the seat or desk can be disconnected from the assembly and used independently. Removable panels for the desk can be used to display information and hold replaceable placards for various purposes. The height of the seat and desk can be adjusted on the assembly, and the bottom rest of the seat can be pivoted up against the back to allow a user to stand on the floor as a standing platform with a lumbar support curve positioned for leaning support of the low-back while standing. The depth of the seat can also be adjusted relative to the desk to provide additional room for standing. Additionally, the tabletop of the desk may be able to slide fore-aft relative to the seated user.U

Adjustable height desk having a deployable floor mat

A desk includes a tabletop and at least one base member supporting the tabletop. A footrest is disposed on the at least one base member beneath the tabletop. The footrest is movable between a stowed position toward a back of the desk and a deployed position toward a front of the desk. At least one mechanism is disposed on the at least one base member and operatively coupled to the footrest. The at least one mechanism moving the footrest between the stowed and deployed positions. A floor mat is disposed with the footrest. The floor mat is movable with the footrest between a stowed mat position and a deployed mat position.U