Implementing The Use Of Standing Tables Within An University Setting

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Justification, Description, Analysis and Reflection on
Second Year Placement Project (Case Study)
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2. Justification,
Description, Analysis
and Reflection on
Second Year
Placement Project
Implementing The Use Of Standing Tables Within An
University Setting
Ketrine Jenkins and Lydia Ntoukam

3. Healthy Settings
Approach
Healthy settings: The healthy settings approach is initiated by the WHO, who adopted the five core principles from
the Ottawa Charter (1986):
● Building healthy public policy,
● Creating supportive environments,
● Strengthening community action,
● Developing personal skills and re-orienting health care services toward prevention of illness
● Promotion of health (WHO, 2020).

4. Healthy
Universities
The Healthy University approach has 3 main focuses to achieve successful outcomes:
● To create healthy and suitable learning, working and living environments for students, staff, and visitors.
● To combine health and sustainability as multi-disciplinary cross-cutting themes in the curriculum, research and
knowledge exchange.
● To have a contribution towards the health, wellbeing, and sustainability of local, regional, national and global
communities (Dooris et al, 2012).

5. Project Design-
Literature Review
In order to determine the nature of the problem, a literature review of the existing and most current articles and journals has
been completed. This allowed us to see from their literature the outcome of their study (benefits and what didn’t work) and
implement them into our project.
From reading the literature we was able to split the health benefits, from the use of standing tables/desks into two
different categories. These consisted of mental and physical benefits.

6. Why is Standing Tables Needed at
Solent University?
Standing desks gives the students an option on whether they want to stand up during
lectures, or stay seated. We have found research that shows a correlation between
prolonged sitting times and bad posture. Alongside other health problems affecting
students who follow a more sedentary lifestyle, such as:
● Leading them to be unable to develop healthier habits,
● Increases their HDL level,
● Reduce BMI rate,
● Increase chances of obesity,
● Increased back pain.
The majority of students spends several hours per day sitting, whether that is at the library, lectures or sitting at a desk at home.
Due to this they tend to have lower physical activity level consequencing in unable to fully utilise the daily energy intake from food
and ensure muscle fitness in turn leading them to develop fat in the body as well as other physical complications (Ee et al. 2018).

7. Factors contributing to the
health problem
The factors contributing to the health problem
regarding the lack of use of standing tables in
classroom includes:
● Lower awareness
● Presence of resources

8. Our
Project
Project Aim:
● To help decrease average sitting time for students
at university.
● To have more students using standing desks
within lectures.
● Develop awareness regarding benefits and use of
standing desks in the classroom through health
promotion activities.
● To have a positive response from staff and
students regarding their views and how often they
have utilised the standing desks.
Project objective:
● To ensure 25% of the schools include standing
desk in their classroom to increase sit-stand
timing ratio of the students
● To educate regarding the benefits of standing
desks installation in the classroom on the
physical and mental health of the students
● To inform lecturers regarding the way the
students are to move while using the standing
desks in the classroom

9. Logic
Model
Rationale (the hypothesis or theory of change)
Assumptions
Resources/Input Activities Output Outcome
Approval from University
is needed to help
accomplish our set of
activities.
To address our problem or asset we
will conduct the following activities:
A classroom table survey/audit to see
which rooms can be easily
implemented.
Create a slide promoting the benefits
Recruiting lecturers
Send emails to both lectures and
students on the initiative.
Once completed or underway
these activities will produce
evidence by sending a survey to
lecturers to see how many
students used the initiative during
lecture and seminar time.
Students see the slides
Do students stand more during
lecture?
Lecturers agree to do it
The short-term changes we
expect when these activities
are completed or ongoing is to
encourage and educate
students on the negatives of
prolonged sitting and giving
them an alternative choice.
Does this approach work?
Students stand up more
Standing tables have been shown to have many benefits, both mentally and physically.
Supporting evidence and operation of factors in the setting:
We are assuming that we can recruit lecturers and they agree to take part in the initiative. We’re hoping
lecturers will show the slide at begin of lectures, which will inform students on the benefits of standing
tables.
Impact
When these activities are
completed in the long-term we want
to see more students choosing to
use standing tables instead of or in
conjunction to lower tables. The
university encourages the initiative
by giving lecturers the option of
promoting it to students at the
beginning of lectures/seminars
when they enter the room (acts as
a reminder).

10. Project
Process
What we did?
In the project, actions were taken to ensure awareness regarding benefit of
standing desk use in the classroom is established.
How we did it?
The action in the project is done by mentioning facts and evidence from literature
regarding benefit of standing desk use in the classroom compared to sitting desk.
Moreover, factors which leads towards lack of use of standing desk in the
classroom in current situation are also highlighted.
How we gathered data and analysed it?
The data for the project is gathered through audit of the university classroom which
are then analyzed through percentage calculation method and presented in tabular
format.

11. Gantt
Chart

12. Evidence - University
Standing Tables Audit
To determine the nature of the problem we conducted an audit of the university to see how many rooms have tables which
can be easily adjusted in height, alongside gathering evidence and information on how easy it will be to put the project into
practice.
No. Teaching spaces within The Spark 40
No. Classrooms and lecture rooms
within The Spark with standing tables
27
Percentage (%) 67.5%
No. Classrooms and lecture rooms
within The Spark without standing
tables
13
Percentage (%) 32.5%
No. Rooms without
standing tables
No. Rooms with
standing tables

13. Evidence - Slide Promoting Use
of Standing Tables
To help encourage the use of standing tables, we have created a slide in which lecturers can present at
the beginning of their lectures. This will help to promote the project and remind students of the option
to use standing tables. The slide aims to educate students on the benefits of not sitting down all the
time, and why you should adjust your posture frequently. As well as informing them on the current
research findings on what benefits different individuals may develop.

14. Why Should You
use Standing
Tables?
● Found to
reduce levels of
HCD Did you know that 65% of
classrooms within The Spark already
have tables which can be used as
standing desks.
So why not use one of them?
• Reducing sitting
times and being
more active will
reduce the risk of
obesity.
• Helps to improve
posture
• Helps to reduce compression on the spine, as
well as a strategy to treat musculoskeletal
problems such as neck and back pain.
Simple to adjust! Just wind the table clockwise
with the handle, until desired height.

15. Next Steps on
Delivering The Project
Although we have initiated the standing tables projects, there is still ways to develop the project and implement it further.
Some next steps include:
● Implement the scheme by emailing lecturers the slide about the initiative and ask whether they would like to
introduce it to their lecturers in the spark building.
● Send out an email survey to lecturers and students about their use of standing tables, and whether there was any
success. As well as providing information regarding the health condition of the students after installation of standing
desk to assess to what extent the activity was successful.
● Email lecturers and students at the beginning of each semester to remind students and introduce new students to
the opportunity of utilising standing desks during lectures, where tables are available.
● Look at other building other than The Spark within Solent university to see if there is an opportunity to easily
implement the use of standing tables, through the use of a table audit to see which rooms already has the ability to
wind up the tables into a standing position. This would allow you to see whether you can further implement this
project around more classrooms across the university.

16. Reflection on Current
Project Progress
Reflect upon what have you achieved? How much work have you put in? How far have you got with your
project? What more would you have liked to do?
In the project, I have achieved to assure professor and management of the university regarding the importance of using
standing desk in the classroom for students. I have put effective amount of work by identifying the benefits of standing
desk and the factors to be resolved that are acting as barriers towards implementation of standing desk in all classroom. I
have effectively planned in the project regarding the way standing desk can be current y included in The Stark building. I
would like to further plan regarding the way more standing desk in the classroom within the University can be installed
apart from the rooms in The Stark building.
If applicable what the data tell you, does this support existing literature? What are your recommendations from
the data?
The existing data mentions that adequate resources for standing desk are available in The Spark building but there is low
awareness regarding its use. This partially support the existing literature where lack of awareness regarding standing desk
is highlighted as a problem in its success. The recommendations regarding the data is that the tables to be used as
standing desk in The Spark building are to be immediately arranged properly to ensure the success of the plan.

17. Re
Reflecting on the process – what was difficult, what were the challenges? Where these expected? What did
you learn, how was it working with professionals? Where they supportive? What does the project show you
about working with partners in a real organisation? What might you do differently next time, what have you
learnt?
The challenges faced is that average height of the students in the classroom is not known due to which the exact
height of the standing desk is not maintained that would make it easier to be used by all. Moreover, disability of
students to stand were not assessed in planning the project due to which using standing desk may create hindrance
for some students to attend classes. However, I did not expect the challenge to have happened but it lead me learn
that assessment of student’s efficiency is using standing desk in the classroom is to be determined and average
height of the student in the classroom is to be identified before using standing desk as planned.
The project show me regarding working with real organization is that effective professional code and conduct is to be
maintained and proper systematic process and rules are to be followed as set by the management of the organization
in formulating project plan.
In future, before planning to use standing desk in the classroom I am going to check the average height of the
students so that the desk height can be maintained properly. Moreover , I would check the physical disability of all the
students if any to determine additional features to be added to the standing desk to ensure those students are able to
use it properly.
Reflection on Current
Project Progress

18. What are the recommendations arising from your project? How should it be taken forward? What further
questions does it raise? Who could support the project going forward at the University?
The common recommendation arising from the project is that the scheme is to be implemented and feedback are to
be accessed from professors and students regarding the success of the scheme. Moreover, additional survey of
rooms other than The Spark building is to be done to determine in which way standing desk can be implemented in
the classrooms.
The project would be taken forward with active participation of the management board of the University.
The plan raises further questions such as the height for standing desk to be maintained and the way it is to be
introduced in classroom where there are students with physical and mental disability those are unable to use such
nature of desk.
The local community could further support the ongoing project in the University.
Reflection on Current
Project Progress

19. Refere
nces
⚫ Ee, J., Parry, S., IR de Oliveira, B., McVeigh, J.A., Howie, E. and Straker, L., 2018. Does a classroom standing desk intervention modify standing and sitting
behaviour and musculoskeletal symptoms during school time and physical activity during waking time?. International journal of environmental research
and public health, 15(8), p.1668.
⚫ Ayala, A.M.C., Sudholz, B., Salmon, J., Dunstan, D.W., Ridgers, N.D., Arundell, L. and Timperio, A., 2018. The impact of height-adjustable desks and
prompts to break-up classroom sitting on adolescents' energy expenditure, adiposity markers and perceived musculoskeletal discomfort. PloS one,
13(9). Pp.23-56.
⚫ Hinckson, E., Salmon, J., Benden, M., Clemes, S.A., Sudholz, B., Barber, S.E., Aminian, S. and Ridgers, N.D., 2016. Standing classrooms: research
and lessons learned from around the world. Sports medicine, 46(7), pp.977-987.
⚫ Dooris, M et al. 2012. Building Evidence for the Effectiveness of Whole System Health Promotion – Challenges and Future Directions. Healthy
Settings, 327-352

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