Academic literature on the topic 'Sit-stand desks'

Purpose Prolonged workplace sitting can harm employee health. Sit-stand desks are a potential workplace health initiative that might reduce and break up the time office-based employees spend sitting in the workplace. However, little is known about the feasibility and acceptability of providing sit-stand desks. The paper aims to discuss this issue. Design/methodology/approach The present study sought stakeholder employee views surrounding sit-stand desk implementation within two UK-based non-profit organisations with open-plan offices. This paper draws on qualitative semi-structured interviews with 26 stakeholder employees and 65 days of participant observations. Data were analysed using thematic analysis, and organisational cultural theory framed the study. Findings Stakeholders employees’ positioning of sit-stand desks as a workplace health initiative reflected their perceptions of the relationship between sit-stand desk provision, employee health and organisational effectiveness. Perceptions were shaped by the nature and context of the organisation and by occupation-specific processes. Relatively fixed (e.g. organisational structure) and modifiable (e.g. selecting products compatible with the environment) factors were found to restrict and facilitate the perceived feasibility of implementing sit-stand desks. Practical implications The findings offer several recommendations for workplaces to improve stakeholder employee attitudes towards sit-stand desk provision and to increase the ease and efficiency of implementation. Originality/value Whilst extant literature has tended to examine hypothetical views related to sit-stand desk provision, this study consulted relevant stakeholders following, and regarding, the sit-stand desk implementation process.

Background Fitness technologies such as wearables and sit-stand desks are increasingly being used to fight sedentary lifestyles by encouraging physical activity. However, adherence to such technologies decreases over time because of apathy and increased dismissal of behavioral nudges. Objective To address this problem, we introduced shared autonomy in the context of sit-stand desks, where user input is integrated with robot autonomy to control the desk and reduce sedentary behavior and investigated user reactions and preferences for levels of automation with a sit-stand desk. As demographics affect user acceptance of robotic technology, we also studied how perceptions of nonvolitional behavior change differ across cultures (United States and India), sex, familiarity, dispositional factors, and health priming messages. Methods We conducted a web-based vignette study in the United States and India where a total of 279 participants watched video vignettes of a person interacting with sit-stand desks of various levels of automation and answered questions about their perceptions of the desks such as ranking of the different levels of automation. Results Participants generally preferred either manual or semiautonomous desks over the fully autonomous option (P<.001). However, participants in India were generally more amenable to the idea of nonvolitional interventions from the desk than participants in the United States (P<.001). Male participants had a stronger desire for having control over the desk than female participants (P=.01). Participants who were more familiar with sit-stand desks were more likely to adopt autonomous sit-stand desks (P=.001). No effects of health priming messages were observed. We estimated the projected health outcome by combining ranking data and hazard ratios from previous work and found that the semiautonomous desk led to the highest projected health outcome. Conclusions These results suggest that the shared autonomy desk is the optimal level of automation in terms of both user preferences and estimated projected health outcomes. Demographics such as culture and sex had significant effects on how receptive users were to autonomous intervention. As familiarity improves the likelihood of adoption, we propose a gradual behavior change intervention to increase acceptance and adherence, especially for populations with a high desire for control.

The purpose of this study was to explore the feasibility of sit-to-stand desks in a middle school classroom. Participants used sit-to-stand desks during health class. Momentary time sampling was used for physical activity and behavioral observations. Results indicate students sat 37%, stood 59%, and walked 4% of the time. Misbehaviors occurred 4% of the observed period. The following themes emerged: focus, freedom, distractions, and design. Sit-to-stand desks appear to encourage standing during instruction while simultaneously limiting misbehaviors. Students indicated some distractions but were generally positive toward desk implementation and suggested they supported learning behaviors. The teacher echoed most of the student themes.

Objective: To examine if Arduino microcontrollers and Fitbits can serve as proxy measures for the direct observation of sitting and standing time in college students using height-adjustable standing desks. The preferred type of standing desks and reasons to use the desks were also assessed. Design: Classroom-based intervention, plus cross-sectional survey. Setting: Mid-sized Midwestern US university classroom. Method: Students were randomised to either a tabletop or stand-alone height-adjustable standing desk. They followed an alternating sit/stand protocol, then completed an 11-item questionnaire on preferences and reasons for or against using the desks. Data were collected in October 2018. Results: Twenty-two students completed the protocol (16 women; 15 in third or fourth year of study). Arduinos provided accurate representation of sitting. Correlations between Fitbits and Arduinos were moderate (.23–.49). Sixteen of the 22 participants preferred tabletop (vs stand-alone) height-adjustable desks. Main reasons to use standing desks were to improve health and preferring to stand. Main reasons for not using them were being tired and preferring to sit. Conclusion: Arduinos served as an adequate stand-in for direct observation, which has implications for studying the sedentary behaviours of large numbers of students simultaneously. More research is needed on using Fitbits for assessing sitting and standing time. Student preferences and reasons for/against using standing desks provide foundational evidence for standing desk interventions in this population.

Background:This pilot study investigated the links between psychobiological indicators of work productivity, prolonged desk sitting, and conditions whereby office workers were able to interrupt sitting using a sit–stand or treadmill desk.Methods:Twenty participants visited our laboratory and completed their own desk work in counterbalanced sit-only, sit–stand (Varidesk Pro Plus 48™), and sit–walk conditions (Infiniti TR1200-DTS™). Steady-state visually evoked potentials calculated from electroencephalography recordings during a set task at the end of the workday assessed attentional resource. Salivary cortisol samples were taken during the morning and afternoon to measure stress response. Within-subject analyses were used to compare work productivity indicators relative to condition.Results:No significant differences in mean steady-state visually evoked potential amplitude were observed, although attentional resource allocation was found to be the most effective following the sit–stand [1.01 (0.46) μV] compared with the sit–walk [0.9 (0.28) μV] and sit-only [0.91 (0.32) μV] conditions. The mean magnitude of decrease in cortisol was most apparent when workers used treadmill (1.5 nmol/L; P = .007) and sit–stand (1.6 nmol/L; P = .001) desks, and least evident in the sit-only condition (1.0 nmol/L; P = .146).Conclusions:The findings highlight the potential benefits of standing or active deskwork to the allocation of attentional resources and the regulation of stress.

The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit–stand) or stand-biased (Group 2; stand–sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t-tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.

The objective use of table top adjustable sit–stand desks has yet to be determined, due to the lack of an effective digital evaluation method. The objective of this study was to evaluate the impact of computer prompt software on table top sit–stand desks to determine if there was a difference in the frequency of desk position changes. This five month, pre-post pilot study on 47 university staff members used a novel USB accelerometer sensor and computer software reminders to continuously record and prompt increases in desk usage to promote physical activity at the workstation. During the baseline phase (3 months), desk usage data were continuously recorded for all workers. Following the baseline, the results from a two-month intervention of personalized computer reminders doubled the number of desk position changes per work day from 1 desk position change every 2 work days to 1 change every work day. Furthermore, those who changed desk positions once or twice a day increased from 4% to 36% from baseline to intervention. Overall, the intervention was encouraging, but longer intervention studies are warranted to determine if the desk usage behavior change can be improved and sustained for years and whether that change results in health gains.

Background: Limited research examines the influence of sit-stand desks on ratings of discomfort, sleepiness, and fatigue. This study evaluated the time course of these outcomes over 1 day. Methods: Adults (N = 25) completed a randomized cross-over study in a laboratory with two 8-hour workday conditions: (1) prolonged sitting (SIT) and (2) alternating sitting and standing every 30 minutes (SIT-STAND). Sleepiness was assessed hourly. Discomfort, physical fatigue, and mental fatigue were measured every other hour. Linear mixed models evaluated whether these measures differed across conditions and the workday. Effect sizes were calculated using Cohen’s d. Results: Participants were primarily white (84%) males (64%), with mean (SD) body mass index of 31.9 (5.0) kg/m2 and age 42 (12) years. SIT-STAND resulted in decreased odds of discomfort (OR = 0.37, P = .01) and lower overall discomfort (β = −0.19, P < .001, d = 0.42) versus SIT. Discomfort during SIT-STAND was lower in the lower and upper back, but higher in the legs (all Ps< .01, d = 0.26–0.42). Sleepiness (β = −0.09, P = .01, d = 0.15) and physical fatigue (β = −0.34, P = .002, d = 0.34) were significantly lower in SIT-STAND. Mental fatigue was similar across conditions. Conclusions: Sit-stand desks may reduce acute levels of sleepiness, physical fatigue, and both overall and back discomfort. However, levels of lower extremity discomfort may be increased with acute exposure.

Background: Sit–stand desks have been suggested as an initiative to increase posture variation among office workers. However, there is limited evidence of what would be preferable combinations of time sitting and standing. The aim of this study was to determine and compare perceived pleasantness, acceptability, pain, and fatigue for 5 time patterns of sitting and standing at a sit–stand desk. Methods: Thirty postgraduate students were equally divided into a normal-weight (mean body mass index 22.8 kg/m2) and an overweight/obese (mean body mass index 28.1 kg/m2) group. They performed 3 hours of computer work at a sit–stand desk on 5 different days, each day with a different time pattern (A: 60-min sit/0-min stand; B: 50/10; C: 40/20; D: 30/30; E: 20/40). Pleasantness, acceptability, pain, and fatigue ratings were obtained at the beginning and at the end of the 3-hour period. Results: High ratings of pleasantness were observed for time patterns B, C, and D in both groups. All participants rated acceptability to be good for time patterns A to D. A minor increase in perceived fatigue and pain was observed in time pattern E. Conclusion: For new sit–stand desk users, regardless of body mass index, 10 to 30 minutes of standing per hour appears to be an amenable time pattern.

Sedentary behaviour (sitting) is a risk factor for adverse health outcomes. The classroom environment has traditionally been associated with prolonged periods of sitting in children. The aim of this study was to examine the potential impact of an environmental intervention, the addition of sit–stand desks in the classroom, on school children’s sitting and physical activity during class time and after school. The ‘Stand Out in Class’ pilot trial was a two-arm cluster randomised controlled trial conducted in eight primary schools with children from a mixed socioeconomic background. The 4.5 month environmental intervention modified the physical (six sit–stand desks replaced standard desks) and social (e.g., teachers’ support) environment. All children wore activPAL and ActiGraph accelerometers for 7 days at baseline and follow-up. In total 176 children (mean age = 9.3 years) took part in the trial. At baseline, control and intervention groups spent more than 65% of class time sitting, this changed to 71.7% and 59.1% at follow-up, respectively (group effect p < 0.001). The proportion of class time spent standing and stepping, along with the proportion of time in light activity increased in the intervention group and decreased in the control group. There was no evidence of any compensatory effects from the intervention after school. Incorporating sit–stand desks to change the classroom environment at primary school appears to be an acceptable strategy for reducing children’s sedentary behaviour and increasing light activity especially during class time. Trial registration: ISRCTN12915848 (registered: 09/11/16).

This disquisition examined the effects of sit-stand desks in a college classroom over the course of a semester and was split into two studies. Paper 1 determined the pattern of sit-stand desk usage over the course of a semester, the relationship to movement outside of class, and likeability of the sit-stand desks. Paper 2 determined the effect of using adjustable-height (sit-stand) desks in a college class on attention (AT), stress (ST), musculoskeletal discomfort (MD), anxiety (AN), and academic performance. Participants (total n=18; control=6) were recruited from two sections of the same course at a public university in Minnesota. Individual daily standing time for the intervention group ranged from 0-100% of daily attendance time and the daily group average ranged from 2.1-38.4%. Weekly standing was lower (p<.05) in week 8 than week 5, 9, 11, 13, and 15. There was no difference in standing percentage between Wednesdays and Fridays. A third of all standing bouts were less than 0.3 min and two-thirds were less than 2 min in length. Perception Questionnaire answers were positive for using the desk and their effect on ability to work in class. The amount of daily moderate-to-vigorous physical activity (MVPA) did not differ between groups or between time points (week 7 vs. 14). All participants completed visual analogue scales (VAS) to measure AT, ST, MD, and AN from week 3-15, and took exams at week 4, 6, 8, 10, 12, 14, and 15. The main findings indicated lower MD scores for the intervention group, higher week 6 than week 11 scores for AN and ST, and more variability in AT and ST scores. Exam scores were not different between groups. There was no difference in direct observation of attention (OAT) between groups (total n=15; control=6) at week 9, 12, or 13. The results indicate the sit-stand desks were utilized at low levels, and for short durations, for most participants, but perceptions of desk use remained positive. In addition, sit-stand desks were associated with lower MD scores and weekly fluctuations in AT, ST, and AN. Future interventions should attempt to minimize the variability in desk use.
SCSU Faculty Research Grant

Sedentary behavior has been found to have independent and negative associations with several cardiometabolic risk factors while interrupting prolonged sedentary time may ameliorate these associations. College classrooms are a traditionally sedentary microenvironment and understudied setting for sedentary interventions. Introducing sit-stand desks into college classrooms may be an effective and sustainable approach to reduce classroom sedentary time of college students. The objective of this study was to test the efficacy of replacing seated desks with sit-stand desks in a college classroom on student’s classroom standing time and sit-stand transitions, as well as health-related and academic behaviors. We recruited 304 undergraduate college students taking one of 14 classes being taught in one of two small classrooms (25 seats per class) to participate. Using a cross-over design, each student’s classroom sitting and standing time were measured by self-report and objectively (direct observation via video camera surveillance) after having access to only seated desks or only sit-stand desks for six continuous weeks. A process evaluation survey was administered at the end of the study to explore student’s and instructor’s perceptions of the intervention and its impact on student engagement. The results suggest that students stood about 9.1% of class time on average when given access to sit-stand desks and about 1.95% of class time when using traditional seated desks, as measured by objective video surveillance data. There was no significant change in sit-stand transitions between sit-stand desks and seated desks. Students reported that a number of academic and health outcomes were favorably impacted as a result of using the sit-stand desks. Social acceptability appeared to be the biggest barrier to use of the sit-stand desks. Overall, students reported a desire to use sit-stand desks again in future classes. Students stood significantly more when provided access to sit-stand desks compared to seated desks. Sit-stand transitions were not significantly increased when sit-stand desks were implemented. Significantly more students reported improvements in academic and health related outcomes than students who reported declines in these areas as a result of using sit-stand desks. A majority of students reported they would use sit-stand desk again in the future and be supportive of adding sit-stand desks to other classrooms on campus. Sit-stand desks are a feasible environmental change in a college classroom to reduce student sedentary time.

Current UK public health policy and research identifies potential health risks of physical inactivity and high levels of sitting. This is a particularly pertinent issue for office workers, who spend, on average, over two-thirds of the work day sitting. This thesis reports on the design and evaluation of a multicomponent sit-stand desk intervention, delivered within two not-for-profit office-based organisations in London, England. A mixed method study design was employed. A pilot randomised controlled trial examined the efficacy of the intervention on reducing sitting and increasing standing and physical activity, using wearable monitors to measure outcome variables at baseline, and at four additional timepoints up to 12-months following the onset of the intervention. A process evaluation, including in-depth qualitative interviews and participant observation, investigated the processes that influenced the feasibility, acceptability and efficacy of the intervention. Mixed-model ANOVA indicated that the intervention reduced workplace sitting, on average, by 38 minutes, however there was no significant influence on workplace physical activity, or any of the outcome variables across the whole day. The process evaluation revealed that discourses surrounding employee health and organisational effectiveness, and employees' health-focused occupational identities increased the acceptability of sit-stand desk provision, whereas monetary concerns, a centralised organisational structure and incompatibility of the sit-stand desks with the workplace environment negatively influenced implementation feasibility. The sit-stand desk design, expectations and outcomes related to health and productivity, and the organisational culture and interpersonal relationships positively and negatively influenced sit-stand desk experience to differing degrees between participants. Mixed method analyses of outcome and process data illustrated the potential for integrating findings to enhance understanding of 'what works' within behavioural intervention research. Sit-stand desks are not a one-size-fits-all solution to reducing sitting and increasing physical activity, however, they should be available to office-based employees as part of a wider workplace health strategy.

INTRODUZIONE Numerosi soggetti conducono un lavoro sedentario e tra questi la prevalenza annuale della lombalgia è in aumento. La sit-stand workstation è una soluzione proposta per ridurre il tempo di seduta in ufficio, evitando il mantenimento di posture prolungate potenzialmente si possono evidenziare effetti su dolore e discomfort lombare. SCOPO L’obiettivo della tesi è ricercare la presenza di studi in letteratura che indaghino l’efficacia della sit-stand workstation in impiegati che soffrono di lombalgia cronica o sono a rischio di svilupparla. Sono stati quindi analizzati gli ambiti di trattamento e prevenzione. METODI La ricerca è stata svolta sulle principali banche dati biomediche considerando studi controllati randomizzati e cross-over. Sono stati inclusi i trial che proponevano ad impiegati con low back pain o a rischio di svilupparlo, la postazione di lavoro sit-stand, confrontata con quella standard e che consideravano come outcome il dolore o discomfort lombare. RISULTATI Sono stati selezionati 2 studi riguardanti il trattamento e 4 la prevenzione, valutati tramite la scala PEDro. I risultati ottenuti dai singoli studi sono stati analizzati e confrontati. In entrambi gli studi riguardanti il trattamento è stata rilevata una riduzione del dolore lombare e della disabilità causata da lombalgia. Gli studi riguardanti la prevenzione erano molto eterogenei tra loro. A breve termine è stata rilevata una riduzione del discomfort lombare, a lungo termine una riduzione statisticamente significativa per i dolori lombari che hanno impedito lo svolgimento delle attività quotidiane. In nessuno studio è stato evidenziato un aumento del discomfort o eventi avversi. CONCLUSIONI Sono necessari ulteriori trial con campione più ampio, che rilevino le migliori posture, gli effetti a lungo termine ed i protocolli più vantaggiosi di mantenimento della posizione seduta e della stazione eretta, sia per gli impiegati a rischio di sviluppare lombalgia sia per chi già ne soffre.

Clinicians with a high level of physical activity (PA) are more likely to recommend PA to their clients, compared with those with a low level of PA. Interventions to increase PA and reduce sedentary behaviour (SB) among mental health professionals may, therefore, indirectly benefit their clients with mental disorders. However, there is limited evidence on the effectiveness of interventions aimed at increasing PA and reducing SB among mental health professionals in changing their attitudes towards and practices in recommending more PA and less SB to their clients. Therefore, four studies were conducted as a part of this PhD thesis, to address this overarching research question. A critical evaluation of interventions for increasing PA (Chapter 4) and systematic reviews and meta-analyses of interventions for reducing SB (Studies 1 and 2) provided information about the effectiveness of various PA and SB interventions among adults. The literature identified that for PA promotion, there is evidence on the short-term effectiveness of interventions based on counseling/support, and health promotion messages/information, but evidence on the long-term effectiveness of these interventions is limited. The systematic reviews also found that the use of sit-stand desks at work, restricting the use of TV devices in leisure time, and educational interventions outside workplace were effective strategies in reducing SB in the short term, however evidence on the effectiveness of these interventions in the long term is limited. Digital interventions, such as a prompts on the computer screen, and the use of wearable devices were found to be increasingly popular interventions for increasing PA and reducing SB. Evidence on the effectiveness of PA and SB interventions specifically among mental health professionals is scarce, but it can be assumed that most of the interventions that are effective in the general population of adults will also be effective among mental health professionals. Study 3 explored attitudes and practices of mental health professionals in recommending more PA and less SB to their clients. Data were collected using a modified Exercise in Mental Illness Questionnaire in a sample of 17 Australian mental health professionals. Additionally, in focus group discussions, 10 mental health professionals provided in-depth information about their practices, facilitators, and perceived barriers in recommending more PA and less SB. It was found that PA and SB counselling in the mental health setting could be improved by: including training on PA and SB counselling in formal education and continued professional training for mental health professionals; implementing interventions to increase PA and reduce SB among mental health professionals themselves; and ensuring support from an exercise or PA promotion specialist as a part of a multi-disciplinary approach to mental health care. Study 4 investigated the effects of an intervention designed to increase PA and reduce SB among mental health professionals on their attitudes towards and practices in recommending more PA and less SB to their clients. The intervention was informed by the findings of the Chapter 4, Study 1 and Study 2, and it consisted of a single group-based behaviour change session, which included a presentation of various strategies to increase PA and reduce SB and goal setting according to the SMART goals approach. An information booklet containing 24 strategies to increase PA and reduce SB was also provided to the participants. They also received reminder texts/calls during the following three weeks of the intervention. There was no significant overall change in PA and SB among mental health professionals, but the intervention had a positive effect on their attitudes towards recommending more PA and less SB to their clients. The mental health professionals who increased their own PA during the intervention (compared to those who did not) significantly increased the frequency of recommending more PA (p= 0.009) and less SB (p= 0.005) to their clients. Two post-intervention focus group discussions with the participants suggested that the intervention positively influenced their confidence in recommending more PA and less SB to their clients and provided them with pragmatic strategies to include in their practice. The findings of the studies included in this thesis suggest that a relatively simple intervention has the potential to improve mental health professionals’ attitudes towards and practices in recommending more PA and less SB to their clients. The intervention could be scaled up to promote more PA and less SB within mental health settings, with potential benefits for mental health professionals and their clients.

This chapter aims to make the most of the lessons learned due to the Spanish cleaning ladies' crisis in order to bring useful recommendations abroad. Spain has been the cradle of Las Kellys, a cleaning women union turned into a social movement that has disclosed the outsourcing-driven precariousness that preys on thousands of women. This chapter uses those maids' struggle for dignity at work to expose how oppression hides even in very highly developed countries. Oppression may crouch behind a gender gap or sit in a manager's desk when a job applicant is discriminated against by her nationality or gender. And, of course, oppression may appear in the digital plane as it engulfs labor dignity everywhere. Apropos of global events, this chapter will focus on how the COVID-19 pandemic has hit the maids' lives and on their brave stand against rising discrimination, aggravated vulnerability, and belittled human rights. Finally, this chapter gathers the opinions of two vet Kellys about their situation in order to better illustrate its content.

Whether it is from the office-office or the home office, creating a physical work environment is essential for both improving work performance as well as for the physical and mental wellbeing of employees. But as jobs are becoming increasingly less active, and working adults are spending almost a third of their lives in the office, most of their time is now spent sitting behind a desk. This time in sedentary behavior is increasing rapidly on a global scale and has become a great area of concern, as research has proven that this behavior is linked to an increase in all-cause mortality. To reduce the sedentary nature of the workplace, many companies are now replacing the standard desk with sit-stand desks (SSDs). SSDs are height adjustable desks that allow the user to work in either a sitting position or a standing position. Unfortunately, even as more companies are implementing these desks in their workspace, many studies indicate that there is a lack of utilization among working adults, with many only transitioning the desks to a standing position once a month or less.This paper presents a user-centered design project examining how to reduce the long-term sedentary behavior of desk-based working adults by motivating them to utilize their SSDs to make more transitions between sitting and standing. The project involved an agile design approach based on a cyclic process where a range of design techniques and research methods were used to look deeper into the practices and habits of working adults and better understand why this lack of use occurs and how it can be changed. These design techniques and research methods include a literature study, auto-ethnographical research, and 11 interviews with both active and non-active SSD users. An analysis of the differences between active and non-active users,led to the hypothesis that to reduce the SB of desk-based working adults, the use of SSDs in the workplace should be normalized by ensuring that working adults understand the benefits and proper use of SSDs while also offering the key tools: (1) reminders of when to transiting between sitting & standing; (2) social support; (3) awareness of effects on body & mind ; (4) task-based transitions. . This hypothesis was then used to initiate an empirical research through design process. Through this process, the final concept, BMDesk Application and Controller, was created. The BMDesk showcases an interactive digital platform and controller which utilizes the previously defined design opportunities to aid desk-based working adults in becoming more in tune with their physical and mental state while also providing them with the support they need to reduce their long-term sedentary behavior by utilizing their SSDs. The platform provides the user with an interactive tool that (1) gives them control over setting up their workday and defining how many sit-stand transitions they want to make and how long they want to remain in each position; (2) triggers a light reminder indicating to the user when it is time to check in and (3) provides a step-by-step body and mind self-evaluation included in the digital application; (4) based on the self-evaluation, the application provides a personalized tip and option to “learn more” about how the user can alter their position to relieve them of any physical or mental pain they are experiencing; (5) allows the user to choose if they actually want to change position and provides an additional reminder after a preset amount of time in the case they do not switch; (6) uses a two-way LED infrared sensor to automatically track the number of transitions and how long the user is in each position; and (7) allows the user to connect with the coworkers or friends to setup challenges or select times to standup together.