In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT

作者：Joubert Lanae^*; Kilgas Matthew; Riley Alexandrea; Gautam Yuba; Donath Lars; Drum Scott

来源：International Journal of Environmental Research and Public Health, 2017, 14(11): 1343.

DOI：10.3390/ijerph14111343

• stationary cycling
• active workstation
• physical activity
• academic performance
• sedentary behavior
• physical inactivity
• college students

Most college students sit 14 hours per week on average, excluding sedentary study time. Researchers observing workplace and elementary school settings with active workstations to combat sedentary behavior have shown enhanced cognition without distraction. Until now, incorporating active workstations in college classroom settings remained relatively unexplored. This study's purpose was to assess academic performance using in-class stationary cycle desks during a semester-long lecture course. Twenty-one college students (19-24 years) enrolled in a lecture course volunteered and were split into traditional sit (SIT) and stationary cycle (CYC) groups randomly, matched on a calculated factor equal to a physical activity (PA) score (0-680) multiplied by grade point average (GPA; 4.0 scale). CYC pedaled a prescribed rate of perceived exertion (RPE) of less than 2 out of 10 during a 50-min lecture, 3 x week for 12 weeks. CYC averaged 42 min, 7.9 miles, and 1.7 RPE during class throughout the semester. No significant differences (p > 0.05) were observed between CYC and SIT on in-class test scores or overall course grades. Although statistically insignificant, CYC had higher mean test scores and overall course grades vs. SIT (i.e., B+ vs. B, respectively). Low intensity cycling during a college lecture course maintained student academic performance and possibly reduced weekly sedentary behavior time.

• 出版日期2017-11