1. LOW INTENSITY CYCLING THROUGHOUT A SEMESTER-LONG LECTURE COURSE DOES NOT INTERFERE WITH STUDENT TEST PERFORMANCE
Matthew A. Kilgas, Alexandrea M. Holley, Lanae M. Joubert, Scott N. Drum, FACSM
School of Health and Human Performance, Exercise Physiology Lab
Northern Michigan University, Marquette, MI
American College of Sports Medicine Conference
ABSTRACT 
Currently, college students are sitting in classes an average of 14 hours per week along with numerous hours spent sitting and studying outside of course times. Non exercise activity or very low intensity exercise may offset the deleterious effects of sitting periods (2). Consequently, many “active workstations” have been created to decrease sitting bouts, and may include standing, walking, or cycling desks. Prior researchers have observed no cognition or attention deficits when using an active workstation (1). PURPOSE: Therefore, the purpose of this study was to assess the feasibility of including low intensity cycling during a semester-long lecture course by evaluating in-class chapter tests and final course grade outcomes. METHODS: 22 college students (age yrs.) attending a semester-long exercise physiology course were selectively randomized into sit (SIT, n = 12) or stationary cycle (CYC, n = 9) groups and equally matched on cumulative grade point average (GPA) and current fitness level. Those in CYC pedaled a stationary bike with a desk top at a very low rating of perceived exertion (RPE, ≤ 2 out of 10) during a 50-min lecture, three times a week for 12-wks. All subjects were deceived into believing they were being assessed only on their change in fitness scores at baseline vs. end of the semester (e.g., body fat, wall sit, step test, sit and reach). A one way ANOVA, with significance set a P < 0.05, was used to determine differences in test scores and final grades between the two groups. RESULTS: There was no significant difference in GPA or amount of physical activity prior to starting the study between groups. Moreover, no significant differences (P > 0.05) were observed between CYC and SIT on four, in-class exams or final overall course grades (see Table 1). Interestingly, even though not significant, the CYC group performed better (i.e., greater overall percent grade) on all measures. CONCLUSION: It appears beneficial to incorporate low intensity exercise into a classroom, lecture setting without significantly altering student academic performance. In fact, it may actually augment student learning and retention of information.
METHODS
Participants: 22 College students (19-24 yrs) were recruited to participate in this study. All students were enrolled in a Junior level Exercise Physiology class (i.e., ES 315). Participants were selectively randomized based on current activity level and grade point average (GPA) into SIT and CYC groups.
Equipment: 13 FitDesks® (FitDesk, Nashville, TN) were selectively placed throughout the classroom. See figure 1.
Dependent variables (DV): In class chapter test scores (n = 4), and final grade.
Procedures: Those in CYC pedaled a stationary bike with a desk top at a very low rating of perceived exertion (RPE, ≤ 2 out of 10) during a 50-min lecture, three times a week for 12-wks. CYC was given the option to take all test on or off the bikes. All participants were deceived into believing they were being assessed only on their change in fitness scores at baseline vs. end of the semester (e.g., body fat, wall sit, step test, sit and reach).
Data analysis: A one way ANOVA, with significance set a P < 0.05, was used to determine differences in test scores and final grades between the two groups.
Table 1. PA and cumulative GPA per group (mean ± SD). RESULTS
Descriptive variables for both groups combined included (mean ± SD):
Age: 21 yrs. ± 1.4
Weight: lbs. ± 31.44
Although the CYC outperformed the SIT group on every test, there were no significant difference between groups.
See Table 2, below, for test scores. Figure 1 illustrates a sample classroom with FitDesk®.
CONCLUSIONS
Active workstations may be implemented into a semester-long, college lecture course without significantly affecting student classroom performance. There is even some evidence that active workstations may improve or enhance learning and retention.
INTRODUCTION
Recently, there has been a big push to break up long periods of sitting with light exercise. One way to overcome the deleterious effects of sitting is with “active workstations.” These workstations generally involve standing, cycling, and walking, while working (2). Current research on these desk shows that there may be a slight decrement in motor skills, like typing and mouse clicking (2), but they have no effect on cognition (2). Currently, there have been no long term studies done on the effects of active workstations, and none on students during a lecture.
REFERENCES
Ohlinger CM, Horn TS, Berg WP, Cox RH. The effect of active workstation use on measures of cognition, attention, and motor skill. J. Phys. Act. Health 2011;8(1):119–25.
Straker L, Levine J, Campbell A. The Effects of Walking and Cycling Computer Workstations on Keyboard and Mouse Performance. Hum. Factors J. Hum. Factors Ergon. Soc. 2010;51(6):831–44.[cited 2013 Sep 24 ]
Table 1: Mean ± SD for all test scores and final grades.
CYC
SIT
Sig.
Test 1
81.15 ± 10.2%
78.06 ± 12.18%
0.545
Test 2
93.60 ± 5.85%
89.98 ± 7.69%
0.254
Test 3
± 8.60%
79.16 ± 10.57%
0.145
Test 4
91.06 ± 6.32%
85.13 ± 11.73%
0.187
Test Average
87.88 ± 6.39%
83.08 ± 8.78%
0.182
Final Grade
89.7 ± 4.75%
85.50 ± 9.46%
0.237
CONTACT INFORMATION
Scott Drum, Ph.D., FACSM or Lanae M. Joubert, Ph.D., R.D.
School of Health and Human Performance
Northern Michigan University
1401 Presque Isle Avenue
Marquette, Michigan, USA 49855
s: or
PURPOSE
Therefore, the purpose of this study was to assess the feasibility of including low intensity cycling during a semester-long lecture course by evaluating in-class chapter tests and final course grade outcomes
Hypothesis
We hypothesized enhanced test scores and final grades for the cycling group.