Abstract:

University students spend a lot of their time in sitting posture, making them vulnerable to many adverse health effects (Butler et al. 2018). Many strategies have been suggested to limit these sedentary behaviors, including an approach to provide students the option to stand during courses rather than sit (Benzo et al. 2016). In Lebanon, such a solution must be understood by the educational system and may not be applicable in the short term. Educational program based on environmental restructuring, persuasion or education have been found to be effective in to change sedentary behavior among adults (Gardner et al. 2016).

The aim of this study is to investigate the effect of educational intervention on reduction of the amount of sitting time and increase the number of breaks from sitting, on Lebanese University Students.

Methods:
The design of this study was randomized control trial. Fifty university students recruited from the Lebanese University, were randomly allocated into either a control group or a test group. An activPAL inclinometer (PAL Technologies Ltd., Glasgow, UK) was used to measure data from participants who placed it on the anterior aspect of the right thigh, placed within a nitrile sleeve and attached using hypoallergenic medical dressing, for 5 days. activPAL data explored in this study included minutes spent sitting accumulated at university classes. The first 3 days were a baseline measurement. On the third day, both groups were instructed to decrease their sitting time as much as possible, and to stand up every 20 minutes for ≥1 minute. While only the test group received an educational intervention, consisting of brochures, text messages, and a video (including risks of prolonged continuous sitting and benefits of sitting breaks, and methods to reduce continuous sitting and increase the number of sitting breaks).

Results:
The control group had an average decrease of 5.4 minutes of total sitting time per day, and a marginal increase of standing time by half a minute/day. The average number of sit-to-stand transitions was 15, increased by 1 transition. For the experimental group, there was a decrease in the average sitting time by 28.4 minutes, and an increase in standing time by 12 minutes per day. The average number of sit-to-stand transitions was increased by 15 transitions.

Conclusion:
Educational intervention seemed to have a positive effect on the students in decreasing the total sitting time, increasing the total amount of standing time, and increasing the number of standing up (sit-to-stand transition) in Lebanese university students.

Keywords:

Sitting time, university students, sedentary behavior, physical activity, sit-to-stand transition.