《中国康复理论与实践》

《中国康复理论与实践》 ›› 2023, Vol. 29 ›› Issue (10): 1125-1134.doi: 10.3969/j.issn.1006-9771.2023.10.002

• 专题 身体活动与健康 • 上一篇    下一篇

健康促进学校视域下青少年参与身体活动的心理和行为健康效益及生活质量的系统综述

戴圣婷1, 颜景飞2()   

  1. 1.华东理工大学体育科学与工程学院，上海市 200237
    2.上海应用技术大学体育教育部，上海市 201418
  • 收稿日期:2023-06-27 修回日期:2023-06-30 出版日期:2023-10-25 发布日期:2023-11-16
  • 通讯作者: 颜景飞(1987-)，男，汉族，山东济宁市人，博士，主要研究方向：青少年体育、健康促进。 E-mail： yanjingfei0303@126.com
  • 作者简介:戴圣婷(1991-)，女，汉族，山东临沂市人，博士，主要研究方向：青少年健康、健康促进学校、学校健康、体育锻炼与身心健康。
  • 基金资助:
    上海市教育科学研究项目(C2023025);华东理工大学探索基金项目(JKL02222201)

Psychological and behavioral health benefits of physical activity participation and quality of life among adolescents in the context of health-promoting school: a systematic review

DAI Shengting1, YAN Jingfei2()   

  1. 1. School of Sports Science and Engineering, East China University of Science and Technology, Shanghai 200237, China
    2. School of Physical Education, Shanghai Institute of Technology, Shanghai 201418, China
  • Received:2023-06-27 Revised:2023-06-30 Published:2023-10-25 Online:2023-11-16
  • Contact: YAN Jingfei, E-mail: yanjingfei0303@126.com
  • Supported by:
    Shanghai Educational Science Research Project(C2023025);East China University of Science and Technology Exploratory Research Fund Project(JKL02222201)

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摘要：

目的 基于《国际功能、残疾和健康分类》(ICF)和PRISMA原则，系统综述健康促进学校视域下青少年参与身体活动的心理行为和生活质量健康效益。
方法 检索PubMed、Web of Science、中国知网等数据库，收集2011年1月至2023年6月发表的青少年参与学校身体活动及其健康结局相关的随机对照试验，并进行系统综述。
结果 最终纳入8篇文献，来自6个国家，涉及23 652例参与者，主要来源于公共卫生、护理、儿童和青少年心理健康杂志、国际环境研究等期刊。身体活动干预类型主要包括体适能类(热身和伸展、休闲中心活动、穿梭跑、跳千斤顶和跳绳、深蹲和俯卧撑、跑步、腕关节及手臂训练)、技能类(运球、传球、投球和接球)和运动项目类(Kripalu瑜伽、篮球、排球和足球运动、Ringo替代运动、网球、跳绳)。活动频率为每周1~6次，活动强度以低至高强度为主，活动持续时间2~40周。健康效益主要涉及3个方面：在心理健康方面，社交情绪能力提升，负面情绪减少，自我效能感提高，主观情绪感受、行为控制和智力改善，认知适当改善，心理健康水平提高，能构建应对压力策略，学习掌握情绪调节、正向思维和应对压力的认知结构;在身体活动相关的行为健康方面，身体健康水平和身体活动水平提高，健康责任感和意识提升，有关营养、健康的知识更加丰富，行为控制能力提高，执行功能改善，学业成绩和学校活动的参与度提高，无故缺勤等现象减少;在生活质量方面，学业成绩提高，能养成运动习惯及健康生活行为方式，建立积极的生活态度，掌握人际关系和压力管理技能。
结论 在健康促进学校视域下，将青少年的身体活动融入学校健康促进体系，通过实施体适能类、技能类和运动项目类的身体活动干预，可以提升青少年的心理和行为健康及生活质量，主要表现为：改善认知和执行功能，提高社交能力、情绪控制能力，形成正向思维，养成积极的身体活动行为方式以及健康素养，建立积极的心态，提高学业成绩，塑造良好的健康习惯和积极的生活态度、人际关系和压力管理能力，增加整体幸福感。

关键词: 青少年, 健康促进学校, 学校身体活动, 心理和行为健康, 系统综述

Abstract:

Objective To systematically review the psychological and behavioral health benefits and quality of life of adolescent participation in physical activity in a health-promoting school perspective, based on the International Classification of Functioning, Disability and Health (ICF) and PRISMA principles.
Methods PubMed, Web of Science, and CNKI were searched to collect randomized controlled trials related to adolescents' participation in physical activity in schools and health outcomes, published from January, 2011 to June 2023, for a systematic review.
Results Eight studies were included, with 23 652 participants from six countries, mainly from journals related to public health, nursing, child and adolescent mental health, and international environmental research. The types of school physical activity interventions included physical fitness (warm-up and stretching, recreation center activities, shuttle runs, jumping jacks and jump ropes, squats and push-ups, running, wrist and arm training), skills (dribbling, passing, throwing, and catching) and sports (Kripalu yoga, basketball, volleyball, soccer sports, Ringo alternative sports, tennis and jump rope). The frequency of activities was one to six times a week, the intensity ranged from low to high, and the duration was mainly from two to 40 weeks. The psychological and behavioral health benefits of school-based physical activity involved three aspects. In terms of mental health, their social-emotional competence improved, negative emotions reduced, self-efficacy increased, subjective emotional feelings, behavioral control and intelligence improved, cognition and mental health improved; the stress coping strategies were developed, and the cognitive structures for emotion regulation, positive thinking and stress coping were learned. In terms of behavioral health aspects related to physical activity, their physical health and physical activity levels increased, the sense of health responsibility and awareness increased, knowledge of nutrition and health was enriched, behavioral control improved, executive functioning improved, academic achievement and participation in school activities increased, and absence from duty decreased. In terms of quality of life, academic performance, exercise habits and healthy lifestyles, positive attitudes, and interpersonal and stress management skills all improved.
Conclusion In the health-promoting school perspective, physical activity is integrated into the school health promotion system, and physical activity interventions in fitness, skills and sports are implemented to improve adolescents' psychological and behavioral health and quality of life, namely improving cognitive and executive functioning; improving social skills, emotional control, positive thinking, positive physical activity behaviors and health literacy, positive mindset; improving academic performance, good health habits and positive attitude towards life, interpersonal and stress management skills; and increasing overall well-being.

Key words: adolescents, health-promoting school, school physical activity, psychological and behavioral health, systematic review

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