Cognitive task performance in sitting and standing: A pilot study

Abstract

Abstract Study aim: The aims of this study were to compare the effectiveness of performing tasks involving different cognitive functions in sitting versus standing positions and to assess the perceived workload. Standing or moving at work increases energy expenditure and brings health benefits while lowering the risk of diseases related to physical inactivity. The question arises whether this occurs at the expense of the effectiveness of professional activities. Material and methods: Twenty-nine physical education students (including 20 women and 9 men) volunteered to participate in the study. The participants performed four cognitive tests: two tests based on the Vienna Test System (Cognitron and ALS) and two paper-and-pencil tests (TUS and Toulouse-Pieron test). Results: There were no significant differences found between the sitting and the standing groups as regards the results of the cognitive tests. The number of omissions in the TUS test was higher in a standing position. The groups significantly differed in the perceived workload: A greater value of the summary weighted index was obtained in the sitting group. Also, the sitting students perceived their mental effort as significantly more onerous. Conclusions: The results of this pilot study suggest that the standing position does not reduce the effectiveness of activities involving cognitive functions. This is an incentive to continue randomized trials with a greater number of individuals.