View in EDS HTML Full Text PDF Full Text

Get Up, Stand Up, Stand Up for Your Health! Faculty and Student Perspectives on Addressing Prolonged Sitting in University Settings

Saved in:
Bibliographic Details
Title: Get Up, Stand Up, Stand Up for Your Health! Faculty and Student Perspectives on Addressing Prolonged Sitting in University Settings
Language: English
Authors: Cowgill, Burton O., Perez, Vanessa, Gerdes, Ellen, Sadda, Anusha, Ly, Courtnie, Slusser, Wendelin, Leung, Angelia
Source: Journal of American College Health. 2021 69(2):198-207.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Graduate Students, College Faculty, Teacher Attitudes, Student Attitudes, Health Behavior, Physical Health, Physical Activity Level, College Environment, Classroom Environment, Time Management, Behavior Standards, Misconceptions, Prevention, Intervention, Public Colleges, Barriers, Risk, Human Posture
Geographic Terms: California (Los Angeles)
DOI: 10.1080/07448481.2019.1661419
ISSN: 0744-8481
Abstract: Objective: To assess awareness about prolonged sitting and acceptance of interventions to reduce bouts of prolonged sitting. Participants: Undergraduate, graduate, and professional students and faculty from a large public university. Methods: Eight focus groups were conducted with 4 groups of undergraduate students and 4 groups of graduate/professional students. Eight key informant interviews were conducted with faculty. Content analyses were performed using inductive and deductive techniques to elicit common themes. Results: Many students and faculty were not aware of the detrimental effects associated with prolonged sitting. Barriers to movement in university settings included social acceptability, environmental constraints, and academic requirements. Acceptable interventions included: faculty prompts, changes to pedagogy, educational campaigns, and structural changes to classroom designs. Conclusions: University settings represent an opportunity to address issues related to prolonged sitting that may address immediate health implications, as well as establish behaviors and practices that can be continued in work-based settings.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1291533
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGhzELyAdx5d---JKTjirfsAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOLva3d9TCVPSwe9fAIBEICBm8oeJ2QMiJI1v_BE8ZXvKV33X3K-X2CfcTGKWZYF9B_uNdjqAaenxCCAU6JJIMX5Hpuu6a-hqBCToVMl4QDUI5JkLxYq-YNTgGpEV3RsY0TRIsrMvxNedLaxshTDZoDkpWNRAJl7qA9D_VZwUo2VLVhkIG_01rPz6szwzrYkvEhVaX4DxCfL2kyR2jYmD07OCxGcmbFTYxKLciA2
Text:
  Availability: 1
  Value: <anid>AN0149413604;acl01feb.21;2021Mar24.03:08;v2.2.500</anid> <title id="AN0149413604-1">Get up, stand up, stand up for your health! Faculty and student perspectives on addressing prolonged sitting in university settings </title> <p>Objective: To assess awareness about prolonged sitting and acceptance of interventions to reduce bouts of prolonged sitting. Participants: Undergraduate, graduate, and professional students and faculty from a large public university. Methods: Eight focus groups were conducted with 4 groups of undergraduate students and 4 groups of graduate/professional students. Eight key informant interviews were conducted with faculty. Content analyses were performed using inductive and deductive techniques to elicit common themes. Results: Many students and faculty were not aware of the detrimental effects associated with prolonged sitting. Barriers to movement in university settings included social acceptability, environmental constraints, and academic requirements. Acceptable interventions included: faculty prompts, changes to pedagogy, educational campaigns, and structural changes to classroom designs. Conclusions: University settings represent an opportunity to address issues related to prolonged sitting that may address immediate health implications, as well as establish behaviors and practices that can be continued in work-based settings.</p> <p>Keywords: Prevention and control; sedentary behavior; students</p> <p>How much time do most college students spend in a sitting position? Unfortunately, the answer is too much, after accounting for the cumulative effects of class time, work commitments, long study sessions, and extensive commutes for some students who live off campus. Many studies have revealed the detrimental health outcomes associated with persistent sedentary behavior, which refers to maintaining a sitting or reclining posture that has an energy expenditure less than or equal to 1.5 metabolic equivalents.[[<reflink idref="bib1" id="ref1">1</reflink>]] Examples of sedentary activities include reading a book, watching TV, using a computer, and driving a car. Over the years, there has been a consistent increase in the amount of time people are sitting, especially with increased computer usage in both workplaces and schools.[<reflink idref="bib2" id="ref2">2</reflink>] Prolonged sitting is associated with a higher risk of metabolic syndrome independent of the level of physical activity,[<reflink idref="bib3" id="ref3">3</reflink>] as well as hypertension, exhaustion, and musculoskeletal disorder symptoms.[<reflink idref="bib4" id="ref4">4</reflink>] In addition, plasma triglycerides and HDL cholesterol regulation are negatively affected.[<reflink idref="bib5" id="ref5">5</reflink>] Multiple studies reveal a causal relationship between sedentary behavior and all-cause mortality,[<reflink idref="bib6" id="ref6">6</reflink>] in addition to acute and chronic health problems including cardiovascular disease, colorectal cancer, and early mortality.[<reflink idref="bib7" id="ref7">7</reflink>],[<reflink idref="bib8" id="ref8">8</reflink>]</p> <p>In an effort to address the negative health effects of sedentary activity, researchers have explored interventions that aim to reduce extended episodes of sitting in the workplace, where people are seated for about 66% of the workday.[<reflink idref="bib9" id="ref9">9</reflink>] One approach promotes engagement in high levels of moderate intensity physical activity, which attenuates the risk of sitting for long periods of time.[<reflink idref="bib7" id="ref10">7</reflink>],[<reflink idref="bib10" id="ref11">10</reflink>] However, many individuals may find it difficult to sustain an active lifestyle on a daily basis, due in part to their busy schedules. An alternative strategy looks to interrupt long bouts of sitting with light walking or simple resistance activities such as half squats and knee raises.[<reflink idref="bib11" id="ref12">11</reflink>] This technique reduces postprandial glucose and even has beneficial effects on insulin for those with Type 2 diabetes.[<reflink idref="bib11" id="ref13">11</reflink>],[<reflink idref="bib12" id="ref14">12</reflink>] For those who are unable to take such breaks, switching between a seated and standing posture provides another option, although less beneficial.[<reflink idref="bib13" id="ref15">13</reflink>] Standing breaks reduce fatigue,[<reflink idref="bib13" id="ref16">13</reflink>] lower back discomfort,[<reflink idref="bib13" id="ref17">13</reflink>] postprandial glycemia,[<reflink idref="bib12" id="ref18">12</reflink>] and blood flow problems.[<reflink idref="bib3" id="ref19">3</reflink>],[<reflink idref="bib14" id="ref20">14</reflink>] Although effective interventions have been identified, barriers to implementation persist, including perceived lack of productivity, workload pressure, and office layout.[<reflink idref="bib15" id="ref21">15</reflink>]</p> <p>Although the problem of prolonged sitting has been considered in the workplace, college, and university settings, where students experience a high incidence of sedentary time, have not been explored in the same manner. According to a study conducted at a large Midwestern university, students spend close to 30 hours a week engaging in sedentary activities, nearly a third of which involves studying.[<reflink idref="bib16" id="ref22">16</reflink>] A study of college professors revealed even though most faculty members understood the importance of reducing prolonged sitting, less than half of them were actually utilizing practices to address the issue.[<reflink idref="bib15" id="ref23">15</reflink>] Because students are in class anywhere from 50 minutes to 3 hours at a time, opportunities to stand and move are essential to break up these potential bouts of prolonged sitting. Based on a review of 13 different studies, environmental changes to classrooms have been shown to reduce sitting time and increase standing time in students.[<reflink idref="bib14" id="ref24">14</reflink>] Intervention strategies include implementing height-adjustable standing desks with stools, chairs, exercise balls, bean bags, and mats in classrooms.[<reflink idref="bib14" id="ref25">14</reflink>] Over three quarters of students favored standing desks in one study, which represents a possible approach to decrease extended sitting time in classrooms.[<reflink idref="bib17" id="ref26">17</reflink>] However, factors such as class size, duration, and type (ie, lecture vs. lab) influence what kinds of interventions are most effective and feasible. In addition to class time, students spend nearly 11 hours a week watching TV and exhibit increased computer usage with age.[<reflink idref="bib16" id="ref27">16</reflink>] Consequently, episodes of prolonged sitting have been embedded into the lifestyles of many college students. Given the deleterious health outcomes of extended sitting and the significant amount of time students engage in this behavior, additional studies are needed to explore interventions and their benefits. Although certain interventions in the workplace show promise, further research needs to be conducted to evaluate effectiveness and possible barriers in university settings.</p> <p>Given as many as 19.9 million students are projected to attend American colleges and universities in Fall 2018,[<reflink idref="bib18" id="ref28">18</reflink>] it is imperative more research be conducted to evaluate a variety of approaches in which bouts of prolonged sitting can be reduced in college settings. Therefore, we endeavored to address this issue with the support of the Semel Healthy Campus Initiative Center at UCLA (Semel HCI) that prioritizes the health and wellness of students, faculty, and staff. It is a campus-wide effort to draw upon UCLA's world renowned research and teaching, to find new and innovative ways to promote a culture of physical, emotional, and social wellbeing on campus, and to share that education and research with other communities, both locally and beyond. The Semel HCI promotes the "healthy choice as the easy choice" through its seven major thematic areas, called pods: BEWell, BreatheWell, EatWell, EngageWell, MindWell, MoveWell, and ResearchWell (healthy.ucla.edu).</p> <p>As part of the leadership of the Semel HCI, we conducted a qualitative study with students and faculty at a large public university to explore experiences with prolonged sitting in the classroom. Participants were also asked to identify favorable opportunities to reduce sedentariness in classroom settings. By intervening in the university setting as a first step, we hope to establish norms that will translate into acceptance of similar interventions in the workplace that will maximize the health and wellbeing of young adults as they enter the workforce.</p> <hd id="AN0149413604-2">Methods</hd> <p></p> <hd id="AN0149413604-3">Eligibility and recruitment</hd> <p>Our sample consisted of faculty and undergraduate students, and graduate students enrolled at the University of California, Los Angeles (UCLA) during the 2015–2016 academic school year. UCLA is home to 31,002 undergraduate and 13,025 graduate students, of whom 31.6% are Asian/Pacific Islanders, 26.1% white, 21.3% Hispanic, 5.2% African-American, 0.5% American-Indian/-Alaskan Native, 3.5% unknown race, and 11.8% international. Additionally, 32% of the UCLA undergraduate student body represents a first generation college student.[<reflink idref="bib19" id="ref29">19</reflink>] Recruitment for the student focus groups was conducted by emailing the study flyer through departmental list-serves, posting the study flyer on public bulletin boards, and through word of mouth. Faculty members were recruited for key informant interviews through referrals from faculty and students.</p> <p>Eligible students understood and spoke English and were enrolled at UCLA during the 2015–2016 school year. On a first come, first served basis, we set out to recruit 64 students [32 undergraduate students and 32 graduate students to populate 4 focus groups with undergraduate students and 4 focus groups with graduate students]. Each focus group aimed to include 8 students. Eligible faculty understood and spoke English and currently taught at least one course at UCLA. We conducted 8 key informant interviews with UCLA faculty. The study received institutional review board (IRB) approval from UCLA. We obtained written consent from both student and faculty participants, who were all 18 years old or older.</p> <hd id="AN0149413604-4">Focus groups</hd> <p>We successfully recruited 66 students to participate in one of eight focus groups (∼8 students per group) – four with undergraduate students and four with graduate students. We stratified our focus groups by student status (undergraduate vs. graduate) because frequency, duration, and class size generally differ between students in these degree programs, with undergraduate students more likely to have shorter classes (50–75 minutes) that meet more often and graduate students more likely to have longer classes (110–170 minutes) that meet less often. Each focus group included 8–9 participants from diverse racial/ethnic backgrounds (Asian, Latino, African-American, and White), a trained moderator, and note taker. All focus groups were digitally recorded and transcribed.</p> <p>Graduate student researchers were trained to conduct the one-hour focus groups in a private room on the UCLA campus. The discussions were guided by a semi-structured protocol that covered engagement in sedentary behaviors, awareness of health risks related to sedentary behaviors, experiences with classroom-based sitting, and formulation of interventions to address prolonged sitting in the classroom setting (see Appendix A). The moderator encouraged participant interaction and open discussion of diverse views.</p> <p>Participants also completed a brief questionnaire of demographic information (gender, age, area of study, and race/ethnicity), activity-related behaviors (travel distance to campus, exercise, sleep), and experience with standing/stretching breaks in class. Participants received a $20 incentive.</p> <hd id="AN0149413604-5">Key informant interviews</hd> <p>We successfully recruited eight faculty members from a range of disciplines, including public health, life science, humanities, and the arts to participate in a 30-minute key informant interview. Graduate student researchers were trained to conduct the interviews, which took place in-person or over the phone. All interviews were digitally recorded. The conversations were guided by a semi-structured protocol that covered awareness of health risks related to sedentary behaviors, experiences with classroom-based sitting, and formulation of interventions to address prolonged sitting in the classroom setting (see Appendix B). Participants received a $20 incentive.</p> <hd id="AN0149413604-6">Qualitative analysis</hd> <p>Transcripts were imported into Altas.ti. Content analysis of the transcripts was conducted using both inductive and deductive techniques. We created a set of thematic-based codes, applied them systematically to the narratives, and tested reliability between coders.[<reflink idref="bib19" id="ref30">19</reflink>] Dr, Cowgill and the graduate student researchers reviewed the transcripts to identify major thematic content that either fit with a priori categories included in the focus group and key informant interview protocols or emerged spontaneously from the discussions. The transcripts were then coded by two trained research assistants who were given basic operational definitions of the themes and were instructed to identify all related text. Dr. Cowgill reviewed the coding and resolved differences between coders. This procedure resulted in 676 quotations from the focus groups and 270 from the key informant interviews.</p> <p>Although participants did discuss topics in the general a priori categories, subthemes were allowed to emerge spontaneously and often developed tangentially to the anticipated content. The research assistants identified these subthemes by sorting quotations into categories not only within the a priori categories, but also across categories.[<reflink idref="bib19" id="ref31">19</reflink>] This process resulted in the identification of subthemes related to barriers to reducing prolonged sitting time in class, including environmental limitations and classroom social norms. A Cohen's Kappa was used to check consistency between the themes presented in this manuscript (perceived risks of prolonged sitting, typical classroom breaks, barriers to movement in classrooms, and solutions to reduce prolonged classroom sitting) and were conducted by two additional research assistants who were not involved with the prior coding process.[<reflink idref="bib20" id="ref32">20</reflink>],[<reflink idref="bib21" id="ref33">21</reflink>] Kappa's ranged from 0.75–0.96.</p> <p>To compare undergraduate student, graduate student, and faculty perceptions, we analyzed the quotations by subgroup and assessed similarities and differences between the groups to identify the role student/faculty status played in participant responses.</p> <hd id="AN0149413604-7">Results</hd> <p>Descriptive statistics for the focus group participants are presented in Table 1. Among all students, only 27% reported having an opportunity to stand in all of their classes, while 33% never had an opportunity to stand during any of their classes (Table 2). Graduate students (48%) reported more breaks compared to undergraduate students (6%). Over half (55%) of all students did not feel it was socially acceptable to stand up and stretch during class, while even more (64%) did not feel it was socially acceptable during discussion sections. A majority of students (74%) agreed stretch breaks in class helped improve focus and were aware (87%) such breaks reduced the negative health consequences of prolonged sitting.</p> <p>Table 1. Descriptive statistics.</p> <p> <ephtml> <table><thead><tr><td /><td>Undergrad (N = 33)</td><td>Grad (N = 33)</td><td>Total (N = 66)</td></tr></thead><tbody valign="top"><tr><td><bold>Sex</bold></td></tr><tr><td> Male</td><td>15%</td><td>30%</td><td>23%</td></tr><tr><td> Female</td><td>85%</td><td>70%</td><td>77%</td></tr><tr><td><bold>Age, years</bold></td></tr><tr><td> Mean (range)</td><td>20.2 (18–23)</td><td>28.1 (22–36)</td><td>24.1 (18–36)</td></tr><tr><td><bold>Race/ethnicity</bold></td></tr><tr><td> Asian/Pacific Islander</td><td>48%</td><td>42%</td><td>45%</td></tr><tr><td> Black/African-American</td><td>3%</td><td>3%</td><td>3%</td></tr><tr><td> Hispanic/Latino/a</td><td>12%</td><td>24%</td><td>18%</td></tr><tr><td> Middle Eastern</td><td>3%</td><td>3%</td><td>3%</td></tr><tr><td> White/Caucasian</td><td>24%</td><td>24%</td><td>24%</td></tr><tr><td> Multiracial</td><td>9%</td><td>3%</td><td>6%</td></tr><tr><td><bold>Number of days in class or school per week</bold></td></tr><tr><td> Mean (range)</td><td>4.4 (2–7)</td><td>3.1 (0–5)</td><td>3.7 (0–7)</td></tr><tr><td><bold>Number of days at work per week</bold></td></tr><tr><td> Mean (range)</td><td>1.9 (0–5)</td><td>1.8 (0–6)</td><td>1.9 (0–6)</td></tr><tr><td><bold>Residence distance from campus</bold></td></tr><tr><td> On campus or less than 1 mile</td><td>67%</td><td>18%</td><td>42%</td></tr><tr><td> 1–2 miles</td><td>27%</td><td>18%</td><td>23%</td></tr><tr><td> 3–10 miles</td><td>3%</td><td>42%</td><td>23%</td></tr><tr><td> 11 or more miles</td><td>3%</td><td>21%</td><td>13%</td></tr><tr><td><bold>Number of days of self-exercise</bold></td></tr><tr><td> Mean (range)</td><td>3.9 (0–7)</td><td>3.1 (0–7)</td><td>3.5 (0–7)</td></tr><tr><td><bold>Hours of sleep in 24 hour period</bold></td></tr><tr><td> Mean (range)</td><td>7.0 (5–9)</td><td>6.9 (5–12)</td><td>7.0 (5–12)</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Prolonged sitting: student experiences, norms, and awareness.</p> <p> <ephtml> <table><tbody valign="top"><tr><td /><td><bold>Undergrad (N = 33)</bold></td><td><bold>Grad (N = 33)</bold></td><td><bold>Total (N = 66)</bold></td></tr><tr><td /></tr><tr><td><bold>Opportunities to take standing/stretching breaks in class</bold></td><td /><td /><td /></tr><tr><td> Yes (in all of my classes)</td><td>6%</td><td>48%</td><td>27%</td></tr><tr><td> No (not in any of my classes)</td><td>55%</td><td>12%</td><td>33%</td></tr><tr><td> Sometimes (in some of my classes)</td><td>39%</td><td>39%</td><td>39%</td></tr><tr><td><bold>Socially acceptable to stand up and stretch in lecture</bold></td></tr><tr><td> Yes (in all of my classes)</td><td>3%</td><td>6%</td><td>5%</td></tr><tr><td> No (not in any of my classes)</td><td>55%</td><td>55%</td><td>55%</td></tr><tr><td> Sometimes (in some of my classes)</td><td>42%</td><td>39%</td><td>41%</td></tr><tr><td><bold>Socially acceptable to stand up and stretch in discussion</bold></td><td /><td /><td /></tr><tr><td> Yes (in all of my classes)</td><td>6%</td><td>15%</td><td>11%</td></tr><tr><td> No (not in any of my classes)</td><td>73%</td><td>55%</td><td>64%</td></tr><tr><td> Sometimes (in some of my classes)</td><td>21%</td><td>30%</td><td>26%</td></tr><tr><td><bold>Agreement that breaks help with focus in class</bold></td></tr><tr><td> Strongly agree</td><td>45%</td><td>45%</td><td>45%</td></tr><tr><td> Agree</td><td>24%</td><td>33%</td><td>29%</td></tr><tr><td> Neither agree or disagree</td><td>27%</td><td>21%</td><td>24%</td></tr><tr><td> Disagree</td><td>3%</td><td>0%</td><td>2%</td></tr><tr><td> Strongly Disagree</td><td>0%</td><td>0%</td><td>0%</td></tr><tr><td><bold>Awareness of benefits of breaks in prolonged siting</bold></td></tr><tr><td> Very aware</td><td>18%</td><td>33%</td><td>26%</td></tr><tr><td> Somewhat aware</td><td>58%</td><td>64%</td><td>61%</td></tr><tr><td> Not very aware</td><td>21%</td><td>3%</td><td>12%</td></tr><tr><td> Not aware at all</td><td>3%</td><td>0%</td><td>2%</td></tr></tbody></table> </ephtml> </p> <p>Findings from the eight student focus groups (<emph>N</emph> = 8/group) and faculty key informant interviews (<emph>N</emph> = 8) are presented below. Similarities and differences between student and faculty responses are highlighted.</p> <hd id="AN0149413604-8">Perceived risks of prolonged sitting</hd> <p>In general, both students and faculty believe excessive sedentary behavior is a concern among UCLA undergraduate and graduate students. For instance, graduate students reported their peers spend a majority of their time sitting in class, in front of a computer, in meetings, and doing coursework, leaving little time for physical activity. Faculty suggested long periods of class time and studying habits contribute to the problem. One professor said, <emph>"[Prolonged sitting] definitely concerns me."</emph> However, three professors did not feel they had enough evidence to weigh in on the extent of the problem.</p> <p>Most students and faculty recognized at least some of the perceived risks of prolonged sitting. For students, the most frequently reported risks included poor posture, muscle/joint problems, headaches, vision problems, weight gain, high blood pressure, and poor circulation. Students were less likely to associate prolonged sitting with cancer and depression. A graduate student shared, <emph>"It's not necessarily the sitting that causes cancer. It's all the associated behaviors you do while you're sitting that causes cancer."</emph> For faculty, the most frequently reported risks included depression, heart disease, diabetes, and muscle/joint problems. Professors were also less likely to associate prolonged sitting with cancer.</p> <p>Participants were asked if 150 minutes of weekly physical activity helps protect against prolonged sitting. Some suggested exercise must help. However, others questioned the notion 30 minutes of exercise per day was sufficient to counteract the effects of prolonged sitting.</p> <hd id="AN0149413604-9">Typical classroom breaks</hd> <p>Overall, students reported sitting in class anywhere from 10–20 hours per week. Students agreed that in classes lasting longer than 75 minutes, they usually have one break lasting 5–10 minutes. In three-hour class, they reported having one break up to 15 minutes.</p> <p>Faculty reported they give a break at the one-hour mark in two-hour classes, and at the one-and-a-half-hour mark in three-hour classes (halfway during the class periods). They reported giving breaks anywhere from 5–15 minutes long–the longer breaks usually being associated with the three-hour classes.</p> <p>Students indicated a variety of activities they partake in during breaks. Many use the break as an opportunity to go to the restroom, purchase coffee or snacks, get water, and walk around. However, students observed most people remain in their seats and engage in the following activities: technology use (eg, checking emails, Facebook), socializing, eating, checking homework, or resting. One student commented, <emph>"Everyone just kind of takes a mental break but not a physical break."</emph></p> <p>Faculty observations of the content of the breaks were very similar to that of the students. They reported some students use breaks to go to the restroom, purchase refreshments, or get water, while others remain in their seats socializing or using technology. They hardly reported seeing students stand up and stretch. One professor commented, <emph>"I am surprised by how sometimes students continue to sit even with an opportunity not to."</emph></p> <hd id="AN0149413604-10">Barriers to movement in classrooms</hd> <p>The three primary barriers to movement in the classroom, according to both students and faculty, include issues with social acceptability, built environment constraints, and academic constraints.</p> <p>First, social acceptability refers to unspoken classroom norms, which dictate what is and is not a appropriate behavior in the classroom setting. Most students' concerns about moving during class include the fear of being rude to the professor or disruptive to fellow students. The following quotes from students capture what most felt about getting up and moving during class:</p> <p> <emph>"That would be the same thing as yawning. You're saying, we've been here for so long...it may be a hint to the professor that it's been a very lengthy process."</emph> </p> <p> <emph>"I feel like the professor might say something; they would probably call you out on it."</emph> </p> <p> <emph>"It's disruptive, you're visible, no one else is doing it. Why are you doing it? It's that sort of mentality."</emph> </p> <p> <emph>"I personally get really annoyed if someone climbs over me in class."</emph> </p> <p>Faculty reported while they themselves would find it socially acceptable for students to move around during class, most other faculty may not share their sentiments. One professor said, <emph>"I'm a very active person in my lifestyle so I think that within my own classes, the students would find it very socially acceptable because I model it and they see it. But I can certainly see where in other classes they may not find it socially acceptable."</emph> They also suggested doing so might be distracting and disruptive to other students.</p> <p>Second, the built environment refers to the physical structure of the classroom, including layout and furniture, of which students and faculty overwhelmingly noted as a barrier to moving. Tight lecture halls, with narrow rows, and crowded classrooms make standing up during class a challenge. Getting up could mean bumping into someone or knocking over someone's computer or coffee. One student said, <emph>"The classrooms are really cramped, so once you get settled, you sort of just want to stay settled with your territory."</emph></p> <p>Finally, academic constraints related to time were another frequently reported barrier amongst students and faculty. Students understand professors have to get through a lot of material in a short amount of time, and sitting down taking notes allows them to get the most out of the class period. Students fear that by getting up to take breaks, they could be missing out on time to cover important material. Students and some faculty acknowledge professors might elect to skip a break in order to finish a little early as well. Here are some student comments about time constraints:</p> <p> <emph>"Well one thing I'm really scared about is standing up or going to the restroom in the middle of class, because some faculty are really old school. They only write on the board. There's no PowerPoint. So if I were to miss out on five to ten minutes, I'm going to miss out on a chunk of lecture that I later have to catch up on."</emph> </p> <p> <emph>"We're all operating on such time scarcity with the quarter system. There frankly isn't enough classroom time to fit in all the material and it's very typical that in the last ten minutes of class for the professor to start going through like 45 more slides."</emph> </p> <hd id="AN0149413604-11">Solutions to reduce prolonged classroom sitting</hd> <p>Both faculty and students agreed on several potential solutions to the issue of prolonged sitting in the classroom setting. First, all agreed verbal prompts by the professor, telling the students to get up and take a break, would be helpful. Even more specifically, all agreed professors must prompt everyone to get up at a specific moment in time, rather than suggesting students to move at their own discretion. Students feel if the professors simply stated to "move at your own discretion," students would be much less likely to do so on their own as opposed to joining the whole class in a movement break. One professor said, <emph>"If the teacher says 'everyone get up,' something like that at least would mean the majority of students would do it rather than one or two students."</emph></p> <p>Secondly, all agreed adjusting classroom pedagogy might be effective. For instance, students and faculty suggested including small group discussions during class, for which the students must get up and find a partner/group to talk with. One student said, <emph>"I think it would be cool if maybe they had a time period where the professor said, 'Get up and discuss the concept that we're going over with someone across from you' or something. Because then you're still learning and standing."</emph></p> <p>Thirdly, all agreed a campus-wide educational campaign that raises awareness about the effects of prolonged sitting is needed. An undergraduate student recommended that, <emph>"there...be a UC-administered training for the professors...who teach long classes to become...more aware [of] their student's postures...how everybody is sitting could really help their backs and their muscular-skeletal problems."</emph> Faculty suggested the idea of sending reminders to faculty members to give breaks, or even making breaks mandatory after a certain amount of minutes of class time. A key informant described what was needed from a faculty perspective, <emph>"I think there's providing guidance, resources, training opportunities for faculty to [address awareness about prolonged sitting]."</emph> Some also advised departments to include questions about sedentariness on instructor evaluations, to incentivize professors to include more opportunities to move. In addition, students suggested it may be helpful to share information about the effects of prolonged sitting during new student orientations.</p> <p>Finally, all participants overwhelmingly agreed changes to the built environment must be made to reduce sedentariness in the classroom. The classroom structure must evolve from cramped rooms with small desks to more open rooms with some adjustable sitting/standing desks options, potentially towards the back of the room to avoid blocking the view of other students who choose to sit. One student said, <emph>"I'm taking a couple courses in the School of Education and the way they have things set up is these big, long tables that are kind of in a U-shape. It's so much easier than in cramped lecture halls when you're trying to get up."</emph></p> <p>The idea of integrating exercise breaks during class time received mixed views from faculty and students. Both groups recognized the importance of making the breaks voluntary, or "encouraged," rather than mandatory, to allow for students to do what they need to do during a break. However, there was no consensus on who should lead an activity break or how they should be led. Students were asked how they felt about professors assigning students to initiate breaks, and the majority felt this would be ineffective due to social awkwardness, relating back to the barrier of social acceptability. Students also felt they would not be comfortable with interrupting the professor to initiate a break. On the other hand, very few professors felt comfortable leading exercise breaks on their own, as they would in turn feel socially awkward. One professor said, <emph>"I think that would definitely be a little outside my comfort zone."</emph> Some students suggested video-led exercises might be a good solution, as it would take the pressure off professors. All agreed it is important to be mindful of students' physical disabilities if/when introducing exercise breaks.</p> <p>Several strategies were deemed not acceptable to both students and faculty. For example, including a written prompt in the syllabus that encourages students to move when needed was overwhelmingly thought to be ineffective. The idea of using an app or other technology to remind professors to take a break was not amenable to students or faculty either. Finally, the concept of including a set standing time, in which the entire class stands up while the professor is still lecturing, was widely unpopular. Students felt this would not allow them to take notes, and it might also be disruptive as students tend to talk once they stand up from their seats.</p> <hd id="AN0149413604-12">Comment</hd> <p>The concept of prolonged sitting as a distinct aspect of sedentary activity was familiar among most faculty and students who participated in our study, but many participants had difficulty expressing any specific concerns about bouts of prolonged sitting compared to general inactivity. Most faculty and students were under the impression engagement in daily exercise routines would counteract the effects of extended periods of sitting. Very few were aware of the emerging evidence that even those who do meet guidelines for regular physical activity are not protected from the toll of prolonged sitting on the body.[<reflink idref="bib10" id="ref34">10</reflink>] This lack of knowledge could be addressed through campus-wide educational campaigns that raise awareness about the effects of prolonged sitting, an intervention strategy that was universally supported by both students and faculty who participated in our study.</p> <p>Education represents an important first step to increase awareness about the detrimental and cumulative effects of prolonged sitting, but changing norms and practices that aim to reduce extended bouts of sitting require a more nuanced approach. A prior study conducted among college faculty found general support for a variety of classroom-based intervention strategies, including modifying the classroom environment with standing desks/gymnastic balls, implementing exercise breaks during class, and adjusting pedagogical methods to reduce sitting time.[<reflink idref="bib15" id="ref35">15</reflink>] In our study, we solicited support for intervention strategies from both faculty and students that build on this prior work. Both groups endorsed the inclusion of prompts from the professor to "get up and stretch/move around" during designated break times, but were not as supportive of an expectation that students could get up and stretch or move at any time during a lecture. Students and faculty also supported the idea of adjusting pedagogies that encourage movement, such as getting together in small groups around the classroom for breakout discussions or standing up each time to answer a question. They also supported environmental changes to the classroom, such as standing desks and raised desks with stools, but acknowledged added resources would be necessary to implement these types of changes. Contrary to prior findings, both faculty and students had mixed feelings about implementing short exercise breaks during lectures due to concerns over who would lead the activity and overall participation.</p> <p>Implementing effective strategies to reduce prolonged sitting in college classrooms will therefore require a multi-level approach that addresses the needs and concerns of students, faculty, and administrators. An important first step should include building support from administrators and department chairs who have purview over university resources and faculty guidance. An emphasis solely on the health implications of prolonged sitting may not be sufficient to persuade campus leaders to address the problem. Other motivations should be addressed. For example, academic achievement is of high priority on college campuses and evidence is emerging that breaking up episodes of prolonged sitting can optimize cognitive operations and lead to improved academic performance.[<reflink idref="bib22" id="ref36">22</reflink>] In order to build student support, undergraduate and graduate student associations and organizations should be engaged with conducting outreach and education among the student body to identify preferred and acceptable strategies to reduce classroom-based sitting time. Universities may also want to form an advisory committee comprised of representatives from academic, administrative, and student groups on campus to guide such efforts.</p> <p>Lastly, the changing nature of how students engage in higher education may offer some unique opportunities to address how the current college environment perpetuates sedentary behaviors, including prolonged sitting. As universities decide to move to more online and hybrid class offerings, students may be able to learn from home and move about more freely as they engage with faculty and fellow students. Capital improvement projects that address classroom redesign may finally have the opportunity to make structural changes to classrooms themselves that encourage more movement and less time sitting still for extended periods of time. Following the model of achieving collective impact, the Semel HCI has brought together diverse administrative, academic, and student leaders and organizations from UCLA to incorporate health and wellbeing into the university's culture.[<reflink idref="bib23" id="ref37">23</reflink>] For example, the BEWell Pod, or built environment pod, has engaged campus administrators, faculty, students, and staff in an ongoing effort to activate untapped "spaces" on campus in order to increase access to places to unwind, socialize, and move for the UCLA community. Such efforts can play a vital role in reducing sedentary behaviors in the university setting.</p> <hd id="AN0149413604-13">Limitations</hd> <p>The findings from this qualitative work were drawn from a convenience sample of UCLA graduate and undergraduate students and faculty. The opinions expressed by the participants may not be generalizable to the entire UCLA population. In addition, UCLA is a large public university and the ideas expressed by the participants may not represent issues faced at smaller and/or private universities. Nevertheless, we feel our work on reducing sedentary time in the university setting is of much interest to college administrators, faculty, staff, and students and will ideally spark future research in this area.</p> <hd id="AN0149413604-14">Conclusions</hd> <p>Our qualitative work with faculty and students at a large public university sheds light on the misconceptions that currently exist among faculty and students in regards to the health and other implications of prolonged sitting among college students and identifies some common ground held amongst both parties that could begin to address this issue. Further research in this area must not only consider how strategic interventions can improve health outcomes, but academic, financial, and other priorities of campus administrators, faculty, and students as well.</p> <hd id="AN0149413604-15">Acknowledgements</hd> <p>We would like to thank our funders, Jane and Terry Semel for their vision and ongoing and unwavering support of the UCLA Semel Healthy Campus Initiative Center at UCLA. We would also like to thank the UCLA students, faculty and staff who volunteered their time and effort on this project, including Shweta Saraswat, Linghui Jiang, Anika Akhter, Jordan Wong, and Tiffany Hu.</p> <hd id="AN0149413604-16">Conflict of interest disclosure</hd> <p>The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of the United States and received approval from the Institutional Review Board of the University of California, Los Angeles.</p> <hd id="AN0149413604-17">Appendix A</hd> <p></p> <hd id="AN0149413604-18">Sedentary behavior focus group protocol</hd> <p>Welcome. Thank you for coming today. My name is _________. I'm a representative from the UCLA Healthy Campus Initiative Move Well Pod and I'll be the facilitator for today's group discussion. We also have _________ present to take notes for us.</p> <hd id="AN0149413604-19">Ground rules</hd> <p>Before we begin, I'd like to review a few ground rules for the discussion.</p> <p></p> <ulist> <item> Everyone will have a chance to give their opinions. We don't have to go in any particular order, but we do want everyone to take part in the discussion. We ask that only one person speak at a time.</item> <p></p> <item> We're interested in whatever you have to say. There are no wrong answers. We're just asking for your opinions based on your own personal experiences. We're here to learn from you.</item> <p></p> <item> Don't worry about having an opinion that's different from someone else's. But please do + respect each other's answers or opinions.</item> <p></p> <item> If there's a particular question you don't want to answer, you don't have to.</item> <p></p> <item> Feel free to treat this as a discussion and to ask questions of each other or to respond to what others are saying, whether you agree or disagree.<subs>+</subs></item> <p></p> <item> We will treat your answers as confidential. We're not going to ask for any information that would identify you and we're only going to use first names during the discussion. We also ask that each of you respect the privacy of everyone else in the room and not share or repeat what is said here. However, keep in mind that someone in the group might not follow instructions to keep all comments confidential. If you have ideas or experiences you believe would be helpful but which you do not want to share with the group, we encourage you to discuss them with our facilitators afterwards or provide us additional information by mail, e-mail, or phone.</item> <p></p> <item> We're tape recording the discussion today and also taking notes because we don't want to miss any of your comments. However, once we start the tape recorder we will not use anyone's last name and we ask that you do the same.</item> <p></p> <item> We will not include your names or any other information that could identify you in any reports we write. We will shred our notes and destroy the audio files after we complete our study and publish the results.</item> <p></p> <item> Finally, the discussion is going to take about one-hour and we ask that you stay for the entire meeting. At the end of the discussion we'll give you each a $20 gift card to thank you for participating.</item> </ulist> <p>Does anyone have any questions before we start?</p> <p></p> <hd1 id="AN0149413604-20"> • Opening dialog </hd1> <p></p> <ulist> <item> We invited you here today because we'd like to get your opinions about sedentary behaviors experienced by students enrolled at UCLA. By sedentary activities, we mean sitting or reclining. Throughout the discussion, we will be asking your questions about opportunities you have throughout the day to incorporate movement into your routine.</item> <p></p> <item> What common sedentary behaviors do UCLA undergraduate (graduate and professional) students engage in throughout the day?</item> <p></p> <item> On campus?</item> <p></p> <item> At home?</item> <p></p> <item> Weekends?</item> <p></p> <item> How big of a problem do you think prolonged sedentary activity is among undergraduate (graduate/professional students)?</item> <p></p> </ulist> <hd1 id="AN0149413604-21"> • Risks related to sedentary behaviors </hd1> <p></p> <ulist> <item> What health risks do you associate with prolonged sedentary activity, such as sitting in class or studying?</item> <p></p> <item> Are you aware of the growing body of evidence that links prolonged sitting with a variety of poor health outcomes? Associations with...</item> <p></p> <item> a. Heart disease?</item> <p></p> <item> b. Diabetes?</item> <p></p> <item> c. Obesity?</item> <p></p> <item> d. Cancer?</item> <p></p> <item> e. Depression?</item> <p></p> <item> f. Muscle/joint problems?</item> <p></p> <item> Do you believe that regular physical activity, such as meeting guidelines for 150 minutes of weekly physical activity, protects the body from the negative impacts of prolonged sitting? Why?</item> <p></p> </ulist> <hd1 id="AN0149413604-22"> • Classroom-based sitting </hd1> <p></p> <ulist> <item> On average, how many hours do you spend sitting in class each week at UCLA?</item> <p></p> <item> What are the longest stretches of time you go with sitting in class without opportunities to stand, stretch, and/or walk around?</item> <p></p> <item> Which majors or degree programs do you think experience the most time sitting during class? Which majors or degree programs do you think experience the least time sitting during class?</item> <p></p> <item> Do you generally have opportunities to take standing/stretching breaks in class?</item> <p></p> <item> If so, how frequently (eg, every hour, every one-and-a-half hours)?</item> <p></p> <item> If so, how much time are you given to stand/stretch?</item> <p></p> <item> If you have an opportunity to stand/stretch during class, do you take advantage of the opportunity and stand? If you do not, what do you do instead?</item> <p></p> <item> a. Check e-mail?</item> <p></p> <item> b. Surf the Web?</item> <p></p> <item> c. Talk with classmates?</item> <p></p> <item> d. Close eyes/rest?</item> <p></p> <item> e. Something else?</item> <p></p> <item> In general, do you feel it is socially acceptable to stand up and stretch during a lecture by a professor? For example, not during a planned break. Why/why not?</item> <p></p> <item> In general, do you feel it is socially acceptable to stand up and stretch during a discussion session with a teaching assistant? Why/why not?</item> <p></p> <item> To what extent do you agree with the following statement, "After I sit down after a break during class, I am able to better focus on the course material." Please discuss your opinion about the statement.</item> <p></p> </ulist> <hd1 id="AN0149413604-23"> • Sitting in other situations </hd1> <p></p> <ulist> <item> Not including time in class, during what other activity do you spend the most time sitting?</item> <p></p> <item> a. At work?</item> <p></p> <item> b. Using a computer (not for class/work)?</item> <p></p> <item> c. Reading?</item> <p></p> <item> d. Studying?</item> <p></p> <item> e. Commuting?</item> <p></p> <item> f. Watching TV?</item> <p></p> <item> g. Other leisure activities?</item> <p></p> <item> During any of the "other" sitting activities we discussed, do you take any steps to break up your sitting time? If so, what do you do?</item> <p></p> </ulist> <hd1 id="AN0149413604-24"> • Self-generated ideas for classroom intervention </hd1> <p></p> <ulist> <item> As the Move Well Pod and Healthy Campus Initiative strive to make the healthy choice the easy choice on campus at UCLA, we want to hear some ideas you might have about breaking up prolonged sitting time in classroom setting. Please share any thoughts or ideas you have about integrating opportunities to stand up, stretch, and/or walk during classroom time. We are open to hearing about something you have experienced before or a new idea you might have. They are no bad ideas. So, what do you think?</item> <p></p> <item> (Allow participants to generate ideas, keep a list on a board or flip chart)</item> <p></p> </ulist> <p>• Probes:</p> <p></p> <ulist> <item> Do you think this idea would work for all departments/majors?</item> <p></p> <item> Is this something most students would support?</item> <p></p> <item> Would this idea work in 1-hour, 2-hour, and/or 3-hour classes?</item> <p></p> </ulist> <hd1 id="AN0149413604-25"> • Reaction to intervention approaches </hd1> <p></p> <ulist> <item> We would now like to present some ideas for integrating standing/stretching breaks into the classroom setting. Please share your thoughts about...[If one or more of these suggestions, or a similar version of the suggestion was already discussion in Part E, skip here].</item> <p></p> <item> Having a professor or TA verbally encourage students to stand and stretch at their own discretion during class time, ie, not during a planned break.</item> <p></p> <item> Students are encouraged to stand and stretch at their own discretion during class time through a note in the course syllabus.</item> <p></p> <item> Having a professor or TA lead a standing/stretching break every 30 minutes during class time. How about every 60 minutes?</item> <p></p> <item> Having a student assigned to initiate a standing break every 30 minutes during class time. How about every 60 minutes?</item> <p></p> <item> Using an app or text message service to initiate a standing break every 30 minutes during class time. How about every 60 minutes?</item> <p></p> <item> Having standing and/or movement built into course pedagogy (eg, group work, rotating seats, walking over to a partner for a quick discussion in pairs).</item> <p></p> <item> Implementing a 5–10 minute light exercise break for all classes lasting more than 90 minutes.</item> <p></p> <item> Implementing a 5–10 minute period of class time during which everyone stands.</item> <p></p> <item> Prompts for each suggestion:</item> <p></p> <item> Do you think this idea would work for all departments/majors?</item> <p></p> <item> Is this something most students would support?</item> <p></p> <item> Would this idea work in 1-hour, 2-hour, and/or 3-hour classes?</item> </ulist> <hd id="AN0149413604-26">Appendix B</hd> <p></p> <hd id="AN0149413604-27">Sedentary behavior key informant interview protocol</hd> <p></p> <hd1 id="AN0149413604-28"> • Opening dialog </hd1> <p></p> <ulist> <item> We invited you to participate in this interview because we'd like to hear your opinions about sedentary behaviors experienced by students enrolled at UCLA. By sedentary activities, we mean sitting or reclining. Throughout the discussion, we will be asking you questions about opportunities students have throughout the day to incorporate movement into their routine.</item> <p></p> <item> How big of a problem do you think prolonged sedentary activity is among undergraduate (graduate/professional students)?</item> <p></p> </ulist> <hd1 id="AN0149413604-29"> • Risks related to sedentary behaviors </hd1> <p></p> <ulist> <item> What health risks do you associate with prolonged sedentary activity, such as sitting in class or studying?</item> <p></p> <item> Are you aware of the growing body of evidence that links prolonged sitting with a variety of poor health outcomes? Associations with...</item> <p></p> <item> a. Heart disease?</item> <p></p> <item> b. Diabetes?</item> <p></p> <item> c. Obesity?</item> <p></p> <item> d. Cancer?</item> <p></p> <item> e. Depression?</item> <p></p> <item> f. Muscle/joint problems?</item> <p></p> <item> Do you believe that regular physical activity, such as meeting guidelines for 150 minutes of weekly physical activity, protects the body from the negative impacts of prolonged sitting? Why?</item> <p></p> </ulist> <hd1 id="AN0149413604-30"> • Classroom-based sitting </hd1> <p></p> <ulist> <item> On average, how many hours do you think students spend sitting in class each week at UCLA?</item> <p></p> <item> What are the longest stretches of time students go with sitting in class without opportunities to stand, stretch, and/or walk around?</item> <p></p> <item> Which majors or degree programs do you think experience the most time sitting during class? Which majors or degree programs do you think experience the least time sitting during class?</item> <p></p> <item> Do you provide opportunities for students to take standing/stretching breaks in class?</item> <p></p> <item> If so, how frequently (eg, every hour, every one-and-a-half hours)?</item> <p></p> <item> If so, how much time do you give students to stand/stretch?</item> <p></p> <item> If you provide students with an opportunity to stand/stretch during class, do they take advantage of the opportunity and stand? If they do not, what do they do instead?</item> <p></p> <item> Work on their laptops?</item> <p></p> <item> Talk with classmates?</item> <p></p> <item> Close eyes/rest?</item> <p></p> <item> Something else?</item> <p></p> <item> In general, do you feel that it should be socially acceptable for students to stand up and stretch during a lecture by a professor? For example, not during a planned break. Why/why not?</item> <p></p> <item> In general, do you feel that it should be socially acceptable to stand up and stretch during a discussion session with a teaching assistant? Why/why not?</item> <p></p> </ulist> <hd1 id="AN0149413604-31"> • Self-generated ideas for classroom intervention </hd1> <p></p> <ulist> <item> As the Move Well Pod and Healthy Campus Initiative strive to make the healthy choice the easy choice on campus at UCLA, we want to hear some ideas you might have about breaking up prolonged sitting time in classroom setting. Please share any thoughts or ideas you have about integrating opportunities to stand up, stretch, and/or walk during classroom time. We are open to hearing about something you have experienced before or a new idea you might have. They are no bad ideas. So, what do you think?</item> <p></p> <item> (Allow participant to generate ideas)</item> <p></p> </ulist> <p>• Probes:</p> <p></p> <ulist> <item> Do you think this idea would work for all departments/majors?</item> <p></p> <item> Is this something most faculty would support?</item> <p></p> <item> Would this idea work in 1-hour, 2-hour, and/or 3-hour classes?</item> <p></p> </ulist> <hd1 id="AN0149413604-32"> • Reaction to intervention approaches </hd1> <p></p> <ulist> <item> We would now like to present some ideas for integrating standing/stretching breaks into the classroom setting. Please share your thoughts about...[If one or more of these suggestions, or a similar version of the suggestion was already discussion in Part D, skip here].</item> <p></p> <item> Having a professor or TA verbally encourage students to stand and stretch at their own discretion during class time, ie, not during a planned break.</item> <p></p> <item> Students are encouraged to stand and stretch at their own discretion during class time through a note in the course syllabus.</item> <p></p> <item> Having a professor or TA lead a standing/stretching break every 30 minutes during class time. How about every 60 minutes?</item> <p></p> <item> Having a student assigned to initiate a standing break every 30 minutes during class time. How about every 60 minutes?</item> <p></p> <item> Using an app or text message service to initiate a standing break every 30 minutes during class time. How about every 60 minutes?</item> <p></p> <item> Having standing and/or movement built into course pedagogy (eg, group work, rotating seats, walking over to a partner for a quick discussion in pairs).</item> <p></p> <item> Implementing a 5–10 minute light exercise break for all classes lasting more than 90 minutes.</item> <p></p> <item> Implementing a 5–10 minute period of class time during which everyone stands.</item> <p></p> <item> Prompts for each suggestion:</item> <p></p> <item> Do you think this idea would work for all departments/majors?</item> <p></p> <item> Is this something most faculty would support?</item> <p></p> <item> Would this idea work in 1-hour, 2-hour, and/or 3-hour classes?</item> </ulist> <ref id="AN0149413604-33"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Tremblay MS, Aubert S, Barnes JD, et al. SBRN Terminology Consensus Project Participants. Sedentary Behavior Research Network (SBRN) – Terminology Consensus Project process and outcome. Int J Behav Nutr Phys Act. 2017; 14 (1): 75. doi: 10.1186/s12966-017-0525-8.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Owen N. Sedentary behavior: emerging evidence for a new health risk. Mayo Clin Proc. 2010; 84 (12): 1138 – 1141. doi: 10.4065/mcp.2010.0444.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Petersen CB, Nielsen AJ, Bauman A, Tolstrup JS. Joint association of physical activity in leisure and total sitting time with metabolic syndrome amongst 15,235 Danish adults: a cross-sectional study. Preventative Medicine. 2014; 69 : 5 – 7. doi: 10.1016/j.ypmed.2014.08.022.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Daneshmandi H, Choobineh A, Ghaem H, Karimi M. Adverse effects of prolonged sitting behavior on the general health of office workers. J Lifestyle Med. 2017; 7 (2): 69 – 75. doi: 10.15280/jlm.2017.7.2.69.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext> Hamilton MT, Hamilton DG, Zderic TW. Role of low energy expenditure and sitting in obesity, metabolic syndrome, type 2 diabetes, and cardiovascular disease. Diabetes. 2007; 56 (11): 2655 – 2667. doi: 10.2337/db07-0882.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref6" type="bt">6</bibl> <bibtext> Biddle S, Bennie J, Bauman A, et al. Too much sitting and all-cause mortality: is there a causal link? BMC Public Health. 2016; 16 (1): 635. doi: 10.1186/s12889-016-3307-3.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext> Peterson NE, Sirard JR, Kulbok PA, DeBoer MD, Erickson JM. Sedentary behavior and physical activity of young adult university students. Res Nurs Health. 2018; 41 (1): 30 – 38. doi: 10.1002/nur.21845.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> McClintock MK, Dale W, Laumann EO, Waite L. Empirical redefinition of comprehensive health and well-being in the older adults of the United States. Proc Natl Acad Sci USA. 2016; 113 (22): E3071 – E3080. 1514968113. doi: 10/1073/pnas.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext> Ryan CG, Dall PM, Granat MH, Grant PM. Sitting patterns at work: objective measurement of adherence to current recommendations. Ergonomics. 2011; 54 (6): 531 – 538. doi: 10.1080/00140139.2011.570458.</bibtext> </blist> <blist> <bibtext> Ekelund U, Steene-Johannessen J, Brown WJ, et al. Does physical activity attenuate, or even eliminate, the detrimental association of sitting time with mortality? A harmonised meta-analysis of data from more than 1 million men and women. The Lancet. 2016; 388 (10051): 1302 – 1310. doi: 10.1016/S0140-6736(16)30370-1.</bibtext> </blist> <blist> <bibtext> Dempsey PC, Larsen RN, Sethi P, et al. Benefits for type 2 diabetes of interrupting prolonged sitting with brief bouts of light walking or simple resistance activities. Diabetes Care. 2016; 39 (6): 964 – 972. doi: 10.2337/dc15-2336.</bibtext> </blist> <blist> <bibtext> Brocklebank LA, Andrews RC, Page A, Falconer CL, Leary S, Cooper A. The acute effects of breaking up seated office work with standing or light-intensity walking on interstitial glucose concentration: a randomised crossover trial. J Phys Act Health. 2017; 14 (8): 617 – 625. doi: 10.1123/jpah.2016-0366.</bibtext> </blist> <blist> <bibtext> Thorp AA, Kingwell BA, Owen N, Dunstan DW. Breaking up workplace sitting time with intermittent standing bouts improves fatigue and musculoskeletal discomfort in overweight/obese office workers. Occup Environ Med. 2014; 71 (11): 756 – 771. doi: 10.1136/oemed-2014-102348.</bibtext> </blist> <blist> <bibtext> Hinckson E, Salmon J, Benden M, et al. Standing classrooms: research and lessons learned from around the world. Sports Med. 2016; 46 (7): 977 – 987. doi: 10.1007/s40279-015-0436-2.</bibtext> </blist> <blist> <bibtext> Laine H, Araújo-Soares V, Haukkala A, Hankonen A. Acceptability of strategies to reduce student sitting: a mixed-methods study with college teachers. Health Promot Pract. 2017; 18 (1): 44 – 53. doi: 10.1177/1524839916677209.</bibtext> </blist> <blist> <bibtext> Buckworth J, Nigg C. Physical activity, exercise, and sedentary behavior in college students. J Am College Health. 2010; 53 (1): 28 – 34. doi: 10.3200/JACH.53.1.28-34.</bibtext> </blist> <blist> <bibtext> Benzo RM, Gremaud AL, Jerome M, Carr LJ. Learning to stand: the acceptability and feasibility of introducing standing desks into college classrooms. Int J Environ Res Public Health. 2016; 13 (8): 823. doi: 10.3390/ijerph13080823.</bibtext> </blist> <blist> <bibtext> National Center for Education Statistics (NCES). The NCES fast facts tool provides quick answers to many education questions (National Center for Education Statistics). National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education. https://nces.ed.gov/fastfacts/display.asp?id=372. Published 2018.</bibtext> </blist> <blist> <bibtext> UCLA. Quick facts about UCLA. UCLA Undergraduate Admissions. <ulink href="http://www.admission.ucla.edu/campusprofile.htm,">www.admission.ucla.edu/campusprofile.htm,</ulink> Published October 24, 2018.</bibtext> </blist> <blist> <bibtext> Bernard H. Research Methods in Anthropology: Qualitative and Quantitative Approaches. 3rd ed. Thousand Oaks, CA : SAGE Publications; 2002.</bibtext> </blist> <blist> <bibtext> Cohen J. A coefficient of agreement for nominal scales. Educ Psychol Meas. 1960; 20 : 37 – 48. doi: 10.1177/001316446002000104.</bibtext> </blist> <blist> <bibtext> Felez-Nobrega M, Hillman CH, Dowd KP, Cirera E, Puig-Ribera A. ActivPAL TM determined sedentary behavior, physical activity and academic achievement in college students. J Sports Sci. 2018; 36 (20): 2311 – 2316. doi: 10.1080/02640414.2018.1451212.</bibtext> </blist> <blist> <bibtext> Slusser WM, Malan H, Watson T, Goldstein MS. Collective impact for health and wellbeing. Stanford Social Innovation Review, March 12, 2018. https://ssir.org/articles/entry/collective%5fimpact%5ffor%5fhealth%5fand%5fwellbeing. Published October 24, 2018.</bibtext> </blist> </ref> <aug> <p>By Burton O. Cowgill; Vanessa Perez; Ellen Gerdes; Anusha Sadda; Courtnie Ly; Wendelin Slusser and Angelia Leung</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref11"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref14"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref15"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref20"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref21"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref22"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref26"></nolink> <nolink nlid="nl9" bibid="bib18" firstref="ref28"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref29"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref32"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref33"></nolink> <nolink nlid="nl13" bibid="bib22" firstref="ref36"></nolink> <nolink nlid="nl14" bibid="bib23" firstref="ref37"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1291533
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Get Up, Stand Up, Stand Up for Your Health! Faculty and Student Perspectives on Addressing Prolonged Sitting in University Settings
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cowgill%2C+Burton+O%2E%22">Cowgill, Burton O.</searchLink><br /><searchLink fieldCode="AR" term="%22Perez%2C+Vanessa%22">Perez, Vanessa</searchLink><br /><searchLink fieldCode="AR" term="%22Gerdes%2C+Ellen%22">Gerdes, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22Sadda%2C+Anusha%22">Sadda, Anusha</searchLink><br /><searchLink fieldCode="AR" term="%22Ly%2C+Courtnie%22">Ly, Courtnie</searchLink><br /><searchLink fieldCode="AR" term="%22Slusser%2C+Wendelin%22">Slusser, Wendelin</searchLink><br /><searchLink fieldCode="AR" term="%22Leung%2C+Angelia%22">Leung, Angelia</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+American+College+Health%22"><i>Journal of American College Health</i></searchLink>. 2021 69(2):198-207.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Behavior%22">Health Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Health%22">Physical Health</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Standards%22">Behavior Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Posture%22">Human Posture</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07448481.2019.1661419
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0744-8481
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: To assess awareness about prolonged sitting and acceptance of interventions to reduce bouts of prolonged sitting. Participants: Undergraduate, graduate, and professional students and faculty from a large public university. Methods: Eight focus groups were conducted with 4 groups of undergraduate students and 4 groups of graduate/professional students. Eight key informant interviews were conducted with faculty. Content analyses were performed using inductive and deductive techniques to elicit common themes. Results: Many students and faculty were not aware of the detrimental effects associated with prolonged sitting. Barriers to movement in university settings included social acceptability, environmental constraints, and academic requirements. Acceptable interventions included: faculty prompts, changes to pedagogy, educational campaigns, and structural changes to classroom designs. Conclusions: University settings represent an opportunity to address issues related to prolonged sitting that may address immediate health implications, as well as establish behaviors and practices that can be continued in work-based settings.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1291533
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1291533
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2019.1661419
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 198
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Health Behavior
        Type: general
      – SubjectFull: Physical Health
        Type: general
      – SubjectFull: Physical Activity Level
        Type: general
      – SubjectFull: College Environment
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Behavior Standards
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Risk
        Type: general
      – SubjectFull: Human Posture
        Type: general
      – SubjectFull: California (Los Angeles)
        Type: general
    Titles:
      – TitleFull: Get Up, Stand Up, Stand Up for Your Health! Faculty and Student Perspectives on Addressing Prolonged Sitting in University Settings
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cowgill, Burton O.
      – PersonEntity:
          Name:
            NameFull: Perez, Vanessa
      – PersonEntity:
          Name:
            NameFull: Gerdes, Ellen
      – PersonEntity:
          Name:
            NameFull: Sadda, Anusha
      – PersonEntity:
          Name:
            NameFull: Ly, Courtnie
      – PersonEntity:
          Name:
            NameFull: Slusser, Wendelin
      – PersonEntity:
          Name:
            NameFull: Leung, Angelia
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0744-8481
          Numbering:
            – Type: volume
              Value: 69
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of American College Health
              Type: main
ResultId 1