Literatur

Benzo, R. M., Gremaud, A. L., Jerome, M., & Carr, L. J. (2016). Learning to stand: The acceptability and feasibility of introducing standing desks into college classrooms. International journal of environmental research and public health, 13(8), 823.

Bucksch, J., & Wallmann-Sperlich, B. (2016). Aufstehen, Hingehen, Treppensteigen – die gesundheitliche Relevanz von Alltagsaktivitäten. Public Health Forum, 24(2), 73–75

Felez-Nobrega, M., Hillman, C. H., Dowd, K. P., Cirera, E., & Puig-Ribera, A. (2018). ActivPAL™ determined sedentary behaviour, physical activity and academic achievement in college students. Journal of sports sciences, 36(20), 2311–2316.

Froböse, I. & Wallmann-Sperlich, B. (2023). DKV-Report 2023. ERGO Media Relations.

Hosteng, K. R., Reichter, A. P., Simmering, J. E., & Carr, L. J. (2019). Uninterrupted classroom sitting is associated with increased discomfort and sleepiness among college students. International journal of environmental research and public health, 16(14), 2498.

Jerome, M., Janz, K. F., Baquero, B., & Carr, L. J. (2017). Introducing sit-stand desks increases classroom standing time among university students. Preventive Medicine Reports, 8, 232–237.

Jingjie, W., Yang, L., Jing, Y., Ran, L., Yiqing, X. & Zhou, N. (2022). Sedentary time and its association with risk of cardiovascular diseases in adults: an updated systematic review and meta-analysis of observational studies. BMC Public Health, 22(1), 286. https://doi.org/10.1186/s12889-022-12728-6

Lynch J., O’Donoghue G., Peiris CL. (2022). Classroom movement breaks and physically active learning are feasible, reduce sedentary behaviour and fatigue, and may increase focus in university students: a systematic review and meta-analysis. Int J Environ Res Public Health 19:7775.

Moulin M.S., Truelove S., Burke S.M., Irwin J.D. (2021). Sedentary time among undergraduate students: a systematic review. J Am Coll Health 69:237–44.

Norris, E., van Steen, T., Direito, A., & Stamatakis, E. (2019). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and meta-analysis. British Journal of Sports Medicine. https://doi.org/10.1136/bjsports-2018-100502.

Paulus., Kunkel J., Schmidt SC., Bachert P., Wäsche H., Neumann R. (2021). Standing breaks in lectures improve university students’ self-perceived physical, mental, and cognitive condition. Int J Environ Res Public Health 18:4204.

Podrekar, N., Kozinc, Ž., & Šarabon, N. (2020). The effects of cycle and treadmill desks on work performance and cognitive function in sedentary workers: A review and meta-analysis. Work (Reading, Mass.), 65(3), 537–545.

Rupp, R. (2022): Online-Seminare bewegt gestalten. Mit Schwung durch den Online-Marathon. Wiesbaden: Springer Fachmedien. https://doi.org/10.1007/978-3-658-36558-5

Rupp, R., Dold, C. & Bucksch, J. (2020). Bewegte Hochschullehre. Einführung in das Heidelberger Modell der bewegten Lehre. Wiesbaden: Springer Fachmedien Wiesbaden GmbH; Springer (essentials). https://doi.org/10.1007/978-3-658-30572-7

Rupp, R., Wallmann-Sperlich, B. & Bucksch, J. (2025). Strategies and barriers to implementing physically active teaching in universities from the perspective of lecturers: a qualitative study. BMC Public Health 25, 855. https://doi.org/10.1186/s12889-025-22075-x