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Table 4 Intervention effects on pupils’ activPAL data, separately for primary and secondary schools

From: Effect and process evaluation of implementing standing desks in primary and secondary schools in Belgium: a cluster-randomised controlled trial

 

School hours

Entire school day

PRE

Mean (SE)

MID

Mean (SE)

Group x time

(Ref: contr x pre)

Beta (SE)

PRE

Mean (SE)

MID

Mean (SE)

Group x time

(Ref: contr x pre)

Beta (SE)

Sitting time (min)

Primary school

I: 243.8 (8.9)

C: 248.1 (8.9)

I: 217.9 (8.9)

C: 260.0 (9.1)

−37.404 (13.323)

I: 445.8 (13.0)

C: 467.2 (13.2)

I: 428.8 (13.1)

C: 464.1 (13.5)

−13.569 (15.793)

Secondary school

I: 302.9 (8.0)

C: 307.7 (9.6)

I: 296.9 (9.0)

C: 295.2 (10.6)

9.049 (18.349)

I: 571.2 (14.3)

C: 594.9 (16.8)

I: 617.4 (15.4)

C: 601.0 (19.0)

41.991 (31.285)

Standing time (min)

Primary school

I: 105.6 (7.5)

C: 106.1 (7.5)

I: 131.2 (7.5)

C: 97.5 (7.6)

34.148 (9.711)

I: 195.1 (11.1)

C: 188.6 (11.2)

I: 220.5 (11.1)

C: 179.8 (11.4)

34.464 (10.110)

Secondary school

I: 73.7 (5.6)

C: 66.4 (6.7)

I: 75.4 (6.3)

C: 71.7 (7.4)

−4.762 (12.933)

I: 165.9 (10.1)

C: 147.4 (11.8)

I: 138.4 (10.8)

C: 144.0 (13.4)

−22.854 (22.858)

Stepping time (min)

Primary school

I: 82.5 (7.2)

C: 74.8 (7.2)

I: 80.1 (7.2)

C: 75.8 (7.3)

−4.426 (7.384)

I: 141.5 (8.3)

C: 127.3 (8.4)

I: 134.1 (8.3)

C: 138.2 (8.6)

−18.796 (10.038)

Secondary school

I: 49.0 (3.5)

C: 51.6 (4.2)

I: 53.4 (3.9)

C: 58.8 (4.6)

−4.308 (7.862)

I: 165.9 (10.1)

C: 147.4 (11.8)

I: 138.4 (10.8)

C: 144.0 (13.4)

−16.087 (11.374)

Number of sit-to-stand transitions

Primary school

I: 43.7 (3.3)

C: 42.7 (3.4)

I: 42.7 (3.3)

C: 45.7 (3.4)

−4.042 (3.958)

I: 82.7 (5.9)

C: 82.8 (6.0)

I: 85.0 (5.9)

C: 83.9 (6.1)

1.331 (6.105)

Secondary school

I: 24.7 (1.8)

C: 20.4 (2.1)

I: 21.7 (1.9)

C: 21.8 (2.2)

−5.034 (2.991)

I: 49.4 (2.7)

C: 3.8 (3.2)

I: 47.2 (2.8)

C: 46.2 (3.5)

−4.974 (3.980)

Frequency sitting bouts

Primary school

I: 1.5 (0.2)

C: 1.6 (0.2)

I: 1.2 (0.2)

C: 1.9 (0.2)

−0.578 (0.364)

I: 2.8 (0.3)

C: 2.7 (0.3)

I: 2.4 (0.3)

C: 3.1 (0.3)

−0.816 (0.467)

Secondary school

I: 3.6 (0.3)

C: 3.4 (0.3)

I: 3.6 (0.3)

C: 3.1 (0.3)

0.463 (0.545)

I: 6.0 (0.4)

C: 5.8 (0.4)

I: 6.5 (0.4)

C: 6.3 (0.5)

0.215 (0.773)

Time accumulated in sitting bouts (min)

Primary school

I: 74.4 (9.2)

C: 75.9 (9.2)

I: 55.1 (9.2)

C: 87.1 (9.6)

−30.518 (17.245)

I: 140.4 (14.0)

C: 133.6 (14.5)

I: 113.0 (14.2)

C: 151.5 (14.9)

−43.240 (22.743)

Secondary school

I: 160.0 (12.8)

C: 160.6 (15.3)

I: 164.8 (14.4)

C: 147.9 (16.8)

26.073 (26.802)

I: 277.2 (20.1)

C: 283.6 (23.6)

I: 312.8 (21.5)

C: 314.3 (26.5)

13.014 (41.413)

Frequency standing bouts

Primary school

I: 34.3 (2.0)

C: 34.9 (2.0)

I: 37.2 (2.0)

C: 31.2 (2.1)

6.488 (3.378)

I: 64.5 (3.1)

C: 59.8 (3.2)

I: 66.3 (3.2)

C: 56.3 (3.3)

5.291 (4.760)

Secondary school

I: 22.9 (1.7)

C: 22.8 (2.0)

I: 21.9 (1.9)

C: 22.8 (2.2)

−1.409 (3.681)

I: 46.6 (2.8)

C: 45.6 (3.3)

I: 38.7 (3.0)

C: 43.3 (3.7)

−5.628 (5.596)

Time accumulated in standing bouts (min)

Primary school

I: 75.3 (7.6)

C: 78.8 (7.6)

I: 104.0 (7.6)

C: 69.6 (7.7)

37.648 (9.281)

I: 142.3 (10.8)

C: 139.6 (10.9)

I: 170.9 (10.8)

C: 129.0 (11.0)

39.242 (8.812)

Secondary school

I: 60.3 (5.1)

C: 53.7 (6.1)

I: 61.8 (5.8)

C: 57.4 (6.7)

−2.501 (11.928)

I: 134.8 (9.8)

C: 120.5 (11.5)

I: 114.4 (10.6)

C: 119.5 (13.0)

−16.751 (21.618)

  1. I intervention group, C(ontr) control group, SE standard error
  2. Significant values are indicated in bold
  3. Borderline significant values are indicated in italic and bold