《中国康复理论与实践》

《中国康复理论与实践》 ›› 2022, Vol. 28 ›› Issue (10): 1126-1134.doi: 10.3969/j.issn.1006-9771.2022.10.002

• 专题 健康与康复服务 • 上一篇    下一篇

身体活动融入大学健康服务的政策架构、核心内容与理论方法

叶绿1(),王斌2,刘月1   

  1. 1.扬州大学体育学院,江苏扬州市 225100
    2.华中师范大学体育学院,湖北武汉市 430070
  • 收稿日期:2022-10-08 修回日期:2022-10-13 出版日期:2022-10-25 发布日期:2022-11-08
  • 通讯作者: 叶绿 E-mail:yelv2529169@126.com
  • 作者简介:叶绿(1987-),男,汉族,河南信阳市人,博士,讲师,主要研究方向：运动健康促进、身体活动干预、康复心理学。
  • 基金资助:
    国家社会科学基金项目(18BGL119);扬州大学教改课题(YZUJX2020-D13);扬州大学人文社会科学基金项目(136020022)

Framework, core contents and approaches for construction of university health services of inclusive physical activity

YE Lü1(),WANG Bin2,LIU Yue1   

  1. 1. Physical Education College, Yangzhou University, Yangzhou, Jiangsu 225100, China
    2. Physical Education College, Central China Normal University, Wuhan, Hubei 430070, China
  • Received:2022-10-08 Revised:2022-10-13 Published:2022-10-25 Online:2022-11-08
  • Contact: YE Lü E-mail:yelv2529169@126.com
  • Supported by:
    National Social Science Foundation of China(18BGL119);Yangzhou University Education Reform Project(YZUJX2020-D13);Yangzhou University Humanities and Social Science Foundation(136020022)

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摘要：

目的 系统研究世界卫生组织(WHO)关于健康服务、健康促进学校和身体活动相关政策文件的核心内容,构建身体活动融入大学健康服务的政策架构,并基于健康服务和健康促进学校理论体系提出大学生身体活动服务标准、行动领域和实施方案。

方法 系统分析WHO健康服务构成要素、健康促进学校和身体活动相关领域的核心政策文件和指南,构建身体活动融入大学健康服务的政策架构、理论架构及实施方案,包括《将每所学校建成健康促进学校的全球标准和指标》《将每所学校建成健康促进学校的行动指南》《健康系统组成部分的监测：指标及其测量策略手册》《WHO关于学校健康服务指南》《2018-2030年促进身体活动全球行动计划：加强身体活动,造就健康世界》《WHO关于身体活动和久坐行为的指南》。

结果 身体活动是建设健康促进学校的重要手段之一。将身体活动融入大学健康服务,需要从领导力和治理能力、筹资、人力资源、技术与设备设施、信息系统以及身体活动内容服务提供等6个模块入手,基于健康促进学校13个行动领域,即加强合作、更新政策、领导力和治理能力、循证实践、社区伙伴关系、学生参与、全员参与、分配资源、教师培训、投资设施、监控评估、开发课程、全面服务,达成健康促进学校的8项服务标准,即政府政策和资源、学校政策和资源、学校能力和领导力、学校与社区之间的伙伴关系、学校社会情感环境、学校物理环境、学校课程及学校健康服务。实施方案的内容包括加强政策与治理能力、提供政策和资源支撑、提供相关健康服务、配备专业人力资源、提供技术和设备设施支持、开展相关研究。

结论 身体活动融入大学健康服务是大学健康服务发展的重要战略举措。参照WHO健康服务体系6大构成要素和健康促进学校13项行动领域和8项标准,本研究构建了将身体活动融入大学健康服务的理论架构与内容和方法体系。

关键词: 大学, 身体活动, 学校健康服务, 健康促进学校

Abstract:

Objective To systematically study the core content of the World Health Organization (WHO) policy documents on health services, health-promoting schools and physical activity, to construct a policy framework for the integration of physical activity into college health services, and to propose college students' physical activity service standards, implementation areas and implementation plans based on the theoretical system of health services and health-promoting schools.

Methods The core policy documents of WHO health services, health-promoting schools and physical activity-related fields were systematically analyzed, to construct the policy framework, theoretical framework and implementation plan for the integration of physical activity into college health services, including Making Every School a Health-promoting School: Global Standards and Indicators; Making Every School a Health-promoting School: Implementation Guidelines; Monitoring the Building Blocks of Health Systems: A Handbook of Indicators and Their Measurement Strategies; WHO Guidelines on Health Services in Schools; Global Action Plan for Physical Activity Promotion 2018-2030: Strengthening Physical Activity for a Healthy World; and WHO Guidelines on Physical Activity and Sedentary Behavior.

Results Physical activity was one of the important means of building health-promoting schools. The integration of physical activity into college health services required a focus on six modules of leadership and governance, fundraising, human resources, technologies, equipment and facilities, information systems, and physical activity content service delivery; based on the 13 implementation areas of the health promotion school, namely strengthening cooperation, updating policy, leadership and governance, evidence-based practice, community partnerships, student engagement, full participation, allocating resources, teacher training, investing in facilities, monitoring and evaluation, curriculum development, and comprehensive services; and achieved the eight service standards of health-promoting schools, namely government policies and resources, school policies and resources, school governance and leadership, school and community partnerships, school curriculum, school social-emotional environment, school physical environment, and school health services. The implementation plans included strengthening the policy and governance capacity, providing policy and resource support, providing health services, equipping college students with professional human resources, providing technology, equipment and facility support, and carrying out researches.

Conclusion It is an important strategic initiative for the development of university health services to integrate physical activity. With reference to the six building blocks of WHO health service system and the 13 action areas and eight criteria of health-promoting schools, a conceptual framework and contents and approaches has been constructed for integrating physical activity into university health services.

Key words: university, physical activity, school health service, health-promoting schools

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