academic, and, associated, cognitive, intervention, significant, standing, the, Uncategorized, was, with

Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents

Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents

A 16-week intervention comprising multi-level classroom standing desks was associated with significant improvements in cognitive performance and academic achievement in adolescents, as well as weight management. The intervention was also associated with significant decreases in body mass index (BMI) and waist circumference. Overall, the results suggest that the use of standing desks in the classroom may be an effective strategy for promoting cognitive performance, academic achievement, and weight management in adolescents.

Cognitive performance was assessed using the Cognitive Assessment System (CAS). The CAS is a comprehensive assessment of cognitive abilities that includes measures of fluid intelligence, working memory, and academic achievement. The CAS has been shown to be a reliable and valid measure of cognitive performance in children and adolescents. The intervention was associated with significant improvements in fluid intelligence and working memory, as well as academic achievement. In addition, the intervention was associated with significant decreases in BMI and waist circumference. These results suggest that the use of standing desks in the classroom may be an effective strategy for promoting cognitive performance, academic achievement, and weight management in adolescents.

The purpose of this study was to investigate the effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents. A total of 150 adolescents (aged 12-18 years) from three secondary schools were randomly assigned to either the intervention or the control group. The intervention group used standing desks for all classes, while the control group continued to use traditional seated desks. Cognitive performance was assessed using a computer-based cognitive test battery at pre- and post-intervention. Academic achievement was measured by grades in English, Math, and Science at the end of the school year. The results showed that the intervention group had significantly better cognitive performance and academic achievement than the control group. These findings suggest that the use of standing desks in the classroom may be an effective way to improve cognitive performance and academic achievement in adolescents.

Back to list

Related Posts

Leave a Reply

Your email address will not be published. Required fields are marked *