大学生身体活动与心理和行为健康：政策架构与理论模型研究

doi:10.3969/j.issn.1006-9771.2025.06.006

摘要/Abstract

摘要：

目的系统分析国内外关于大学生身体活动与心理和行为健康的政策架构，探讨身体活动促进心理和行为健康的代表性理论模型。

方法采用主题分析和理论研究方法，对世界卫生组织《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》、欧盟《促进健康身体活动监测工具(第2版)》、美国运动医学会《运动检测与处方指南》、加拿大青少年24小时运动指南、中国《国务院办公厅关于强化学校体育促进学生身心健康全面发展的意见》《高等学校学生心理健康教育指导纲要》《健康中国行动(2019-2030)》《全面加强和改进新时代学生心理健康工作专项行动计划(2023-2025年)》进行系统研究；对自我决定理论、计划行为理论、积极情绪螺旋理论和干预接受性理论进行比较研究。

结果国际社会已实现从单纯关注能量消耗到重视心理健康的范式转变；人群覆盖策略呈现出从粗放式管理向精准化干预的转变趋势；干预手段发展呈现出技术融合与体系创新的特征；指标体系从单一维度评估向综合监测的转型；监测评估机制朝着数字化、协同化的方向发展。中国政策尤其突出“以体强心、五育并举”的战略导向，强调每日体育活动并完善针对大学生的心理健康服务体系。自我决定理论强调内在动机和基本心理需求满足对持续参与身体活动的作用；计划行为理论聚焦于态度、主观规范和感知行为控制对行为意向和最终行为的预测力；积极情绪螺旋理论阐释了身体活动引发积极情绪，进而拓宽个体思想行为组合并构建持久个人资源的机制；干预可接受性理论从情感态度、负担、机会成本、干预契合度、自我效能、感知效益和伦理一致性分析身体活动的影响。

结论身体活动在促进大学生心理和行为健康中发挥核心作用，当前政策在顶层设计和实践操作层面均有优化。自我决定理论、计划行为理论、积极情绪螺旋理论和干预可接受性理论在解释与指导大学生身体活动促进方面具有独特价值和整合潜力。

关键词: 大学生, 身体活动, 心理和行为健康

Abstract:

Objective To systematically analyze international and domestic policy frameworks regarding college students' physical activity and the psychological and behavioral health, and to explore representative theoretical models of how physical activity promoting psychological and behavioral health.

Methods Thematic analysis and theoretical research methods were employed to examine WHO's Global Action Plan on Physical Activity 2018-2030: More Active People for a Healthier World, EU's Health-enhancing Physical Activity (HEPA) Policy Audit Tool (PAT): version 2, American College of Sports Medicine's Guidelines for Exercise Testing and Prescription, Canadian 24-Hour Movement Guidelines for Children and Youth, and China's Opinions on Strengthening School Sports to Promote the Comprehensive Development of Students' Physical and Mental Health, Guidelines for Mental Health Education in Higher Education Institutions, Healthy China Initiative (2019-2030) and Special Action Plan for Comprehensively Strengthening and Improving Student Mental Health Work in the New Era (2023-2025). Four theoretical models were analyzed including self-determination theory (SDT), theory of planned behavior (TPB), broaden-and-build theory of positive emotions, and theoretical framework of acceptability (TFA).

Results The international paradigm shifted from focusing on energy consumption to attaching importance of mental health. The population transformed from extensive management to precise intervention. The intervention methods were characteristic of technological integration and system innovation. The assessment system transformed from single-dimension to comprehensive monitoring. The monitoring and evaluation was developing to digitalization and collaboration. Chinese policies particularly emphasized the strategic orientations of Strengthening Mind through Physical Activity and Five Ways of Education, stressing daily physical activity and enhancing the mental health service system for college students. SDT highlighted the critical role of intrinsic motivation and the satisfaction of basic psychological needs for sustained participation in physical activity. TPB focused on the predictive effect of attitudes, subjective norms and perceived behavioral control on behavioral intentions and subsequent behavior. The broaden-and-build theory of positive emotions elucidated how physical activity elicitsed positive emotions, which in turn broaden individuals' thought-action repertoires and build lasting personal resources. TFA analyzed the impact of physical activity from the perspectives of affective attitude, burden, opportunity costs, intervention coherence, self-efficacy, perceived effectiveness and ethicality.

Conclusion There is a pivotal role of physical activity in fostering college students' mental and behavioral health. The potential areas for optimization of policies have been identified. SDT, TPB, the broaden-and-build theory of positive emotions, and TFA models can explain and guide physical activity promotion among college students.

Key words: college students, physical activity, psychological-behavioral health

中图分类号:

R494

魏晓微. 大学生身体活动与心理和行为健康：政策架构与理论模型研究[J]. 《中国康复理论与实践》, 2025, 31(6): 658-665.

WEI Xiaowei. Physical activity and psychological-behavioral health among college students: policy frameworks and theoretical models[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(6): 658-665.

图/表 2

表1

国际和国内有关高校学生身体活动与心理和行为健康相关政策与指南分析"

颁布机构	政策全称(简称)	发布年份	核心目标	重点人群	身体活动相关干预	心理健康相关干预	身体活动指标	心理健康指标	监测评估机制
WHO	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^[7]	2018	2030年前全球身体活动不足率下降15%，促进身心福祉	全生命周期	建设步行/骑行友好城市；推广社区体育活动；职场运动促进计划；体育教育课程改革	将心理健康收益纳入身体活动宣传；运动干预抑郁症临床指南；倡导社区心理支持与社交联结	MVPA每周≥ 150 min(成人)；每天≥ 60 min (青少年)	WHO-5幸福感量表得分； WHO生活质量量表评分；抑郁症患病率	成员国提交国家行动报告；WHO每3年发布全球进展评估
欧盟	促进健康身体活动政策监测工具(第2版)^[8]	2015	终身促进身体活动与慢病防控	全生命周期	学校体育设施开放政策；全民体育指导员体系；弱势群体专项运动计划；政策激励与绿色通勤	运动与心理服务资源整合；建立大学健康促进网络，增设心理健康门诊	达标身体活动人口比例；体育设施使用率	心理服务可及性指数；压力水平调查数据	在线政策审计平台欧盟健康监测系统
美国运动医学学会	运动测试与处方指南（12版）^[9]	2021	提供循证运动处方标准；体医融合	18~35岁	个体化运动处方；慢性病运动疗法；特殊人群适应性训练	焦虑/抑郁运动处方(频率：3~5次/周，强度：40%~60% 心率储备)；运动认知双干预方案	最大摄氧量；肌力/耐力测试值；日常步数	PHQ-9；POMS	临床运动生理测试；可穿戴设备远程监测
加拿大公共卫生署	加拿大青少年(5-17岁) 24小时运动指南^[10]	2017	优化青少年24 h活动周期(运动-久坐-睡眠平衡)	5~17岁	每天MVPA≥ 60 min；每周至少3 d肌肉强化活动；减少连续久坐(每1 h中断)	将身体活动作为抑郁症一线非药物干预；睡眠-运动协同改善情绪障碍	MVPA时长；久坐行为占比；睡眠时长与质量	情绪稳定性评分；心理压力水平	国家青少年健康调查(每年)；穿戴设备数据整合平台
国务院办公厅	国务院办公厅关于强化学校体育促进学生身心健康全面发展的意见^[11]	2016	构建“体心共育”体系，实现身心健康协同发展	大中小学学生	每天锻炼1 h；开展运动项目教学；定期开展阳光体育系列活动	体育教师参与心理健康知识培训；开发融合心理调适的体育课程	体质健康达标率≥ 90%；运动技能掌握≥ 2项	未设专项指标	学生体质健康年度抽测；体育工作专项督导
教育部	高等学校学生心理健康教育指导纲要^[12]	2018	健全心理健康教育体系，提升心理素质	高校在校学生	建议将体育活动作为心理调适手段	心理健康课程建设；心理咨询服务；心理危机干预；正念训练等团体辅导	不涉及	SCL-90；SDS；SAS；心理危机筛查指标	建立心理档案；定期心理测评；院系-学校两级预警机制
国务院健康中国建设推进委员会	健康中国行动(2019-2030)^[13]	2019	建立“体育+心理”全民健康促进体系	全生命周期(大学生单列)	全民健身、课外锻炼1 h；推广运动处方	将心理健康纳入体育课程评价；建立体医融合心理干预平台	每周运动≥ 3次，步数	心理健康素养水平提升至30%；焦虑障碍患病率下降	健康中国行动监测平台；每5年国民体质监测
教育部等十七部门	全面加强和改进新时代学生心理健康工作专项行动计划(2023-2025年)^[14]	2023	构建“五育并举”心理健康促进机制	大中小学学生	将体育活动纳入心理危机预防；开发情绪调节类体育课程；体育教师参与心理危机识别培训	开设心理健康相关课程；编写心理健康读本，普及心理健康教育；加强心理健康监测，建立心理健康档案；中小学配备专兼职心理教师；建立心理危机分级预警系统	每天校内/校外各1 h体育活动，熟练掌握1~2项运动技能	心理健康测评覆盖率100%；心理问题识别准确率≥ 90%	心理健康数字化监测平台；学校年度心理健康专项考核

表1

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理论模型	提出者与时间	关注的心理行为	理论观点	心理与行为机制
自我决定理论	Deci和Ryan(1985)	动机生成	自主性、胜任感、关联性3大心理需求；动机连续体	解释外在要求如何内化为持久“自主运动动机”，并促进主观幸福感
计划行为理论	Ajzen (1991)	意向形成	态度、主观规范、感知行为控制	解析大学生是否会把运动纳入日程的直接心理前因
积极情绪螺旋理论	Fredrickson和Van Cappellen (2014)	情绪资源积累	微积极情绪→内隐动机→资源扩增→更高身体活动	说明短时运动为何能持续激活快乐-参与-再快乐的良性循环
干预可接受性理论框架	Sekhon (2017)	可接受性与黏性	情感态度、负担、机会成本、干预契合度等7维度	评估并优化大学生对运动-心理综合项目的即时与持续接受程度