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

AuthID
P-00X-518
Document Type
Article
Year published
2022
Published
in SCIENTIFIC REPORTS, ISSN: 2045-2322
Volume: 12, Issue: 1
Indexing
Publication Identifiers
Pubmed: 36050353
Scopus: 2-s2.0-85137085866
Wos: WOS:000848760800061
Source Identifiers
ISSN: 2045-2322
Export Publication Metadata
Marked List
Info
At this moment we don't have any links to full text documens.