Effect of a 16-Week Multi-Level Classroom Standing Desk Intervention on Cognitive Performance and Academic Achievement in Adolescents

AuthID
 P-00X-518
8
Author(s)
Pinto, F
·
Document Type
Article
Year published
2022
Published
in SCIENTIFIC REPORTS, ISSN: 2045-2322
Volume: 12, Issue: 1
Indexing
Wos®
Scopus®
Pubmed®
Google Scholar®
Publication Identifiers
Pubmed: 36050353
SCOPUS: 2-s2.0-85137085866
Wos: WOS:000848760800061
Source Identifiers
ISSN: 2045-2322
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