The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study

Petra J. Luteijn*, Inge S.M. van der Wurff, Piet van Tuijl, Amika S. Singh, Hans H.C.M. Savelberg, Renate H.M. de Groot

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.
Original languageEnglish
Pages (from-to)209-218
Number of pages10
JournalMind Brain and Education
Volume17
Issue number3
DOIs
Publication statusPublished - Aug 2023

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