Standing improves task performance indices of executive control than uninterrupted sitting in a simulated classroom – a counterbalanced cross over trial.

Background: Academic performance in schools and colleges depends on the cognitive function of students. Evidence suggests that uninterrupted sitting leads to cognitive decline and poor academic performance. The dearth of literature available to demonstrate the influence of standing on cognitive function (task performance) over uninterrupted sitting in classrooms. Methodology: A counterbalanced crossover trial was administered in a simulated classroom with 15 young adults (8 males; 7 females) of age 19 ± 2 years volunteering for the trial. The participants were administered a regular course module in an uninterrupted sitting or standing position for an hour. Event-related potentials using Ericksen Flanker Paradigm (EFP) was measured with 32 channel electroencephalography (Neurocap, Neuroscan) before and after the intervention. The reaction times (milliseconds) and event-related potentials (millivolts) were transferred to Matlab (MathWorks, El Segundo, CA). The error commission and their latency, potentials were analysed using SPSS 22.0 (IBM). Results and discussion: The baseline response time and potentials are 436.14 ± 4.65 milliseconds and 2.12 ± 0.34 millivolts respectively. Volunteers in standing condition performed more accurately across the varied conditions of EFP and demonstrated three millivolts higher cortical amplitude across all the electrodes (as shown in fig.1). Further, the prolonged response time (latency) to positive response is noted in an uninterrupted sitting than standing (42.4 milliseconds higher – as shown in fig.2). But we could not establish statistical significance in the results, maybe due to the individual’s behavioural variability. Conclusion: Standing reduces reaction times and improves cortical thought processes than prolonged sitting among young adults.

STANDING IMPROVES TASK PERFORMANCE INDICES OF EXECUTIVE CONTROL THAN UNINTERRUPTED SITTING IN SIMULATED CLASSROOM - A COUNTERBALANCED CROSS OVER TRIAL