《Chinese Journal of Rehabilitation Theory and Practice》 ›› 2023, Vol. 29 ›› Issue (10): 1125-1134.doi: 10.3969/j.issn.1006-9771.2023.10.002
Previous Articles Next Articles
DAI Shengting1, YAN Jingfei2()
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:
CLC Number:
DAI Shengting, YAN Jingfei. 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[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(10): 1125-1134.
"
人群(Population) | 干预(Intervention) | 比较(Comparison) | 结局(Outcome) |
---|---|---|---|
年龄 性别 样本量 | 干预类型 体适能类 技能类 运动项目类 干预处方 活动方式 活动频率 活动强度 活动持续时间 | 干预类型 干预处方 有无干预 | 心理健康 整体心理社会功能(b122) 气质和人格功能(b126) 能量和驱力功能(b130) 睡眠功能(b134) 心理运动功能(b147) 高水平认知功能(b164) 健康状态对情绪的影响(VD54) 身体活动相关行为健康 改变身体的基本姿式-站立(VD11) 步行(VD14) 神经肌肉骨骼和运动有关的功能(b7) 学习和应用知识,未特指(d199) 解决问题(d175) 做出决策(d177) 学校教育(d820) 休闲娱乐(d920) 生活质量 整体心理社会功能(b122) 情感功能(b152) 活动(d4) 人际交往和人际关系,未特指(d799) 学校教育(d820) |
"
纳入文献 | 资格标准 | 随机分配 | 分配隐藏 | 基线相似 | 被试施盲 | 治疗师 施盲 | 评估者 施盲 | 被试流失率≤ 15% | 意向治疗分析 | 组间统计比较 | 报告点测量和变异量值 | 总分 |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Felver等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Altunkürek等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Luna等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 8 | ||
Casey等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Costigan等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 8 | ||
Frank等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Wassenaar等[ | √ | √ | √ | √ | √ | √ | 5 | |||||
Smedegaard等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 |
"
纳入文献 | 国家 | 样本特征 | 健康促进学校环境下 体育课程 | 比较(身体活动健康结局) | 结局指标 |
---|---|---|---|---|---|
Felver等[ | 美国 | 六年级学生 n = 23 平均年龄12.1岁 | 干预类型 运动项目类 干预处方 活动方式:Kripalu瑜伽 活动频率:每次45 min,每周6次 活动强度:未知 活动持续时间:2周 | 与不干预相比,跑步、健步走和伸展运动能显著改善学习疲劳、睡眠质量和认知功能,促进运动习惯养成,减少久坐行为,提升学业成绩 | 心理健康 改善学习疲劳(b130能量和驱力功能) 提高睡眠质量(b134睡眠功能) 提高认知功能(b164高水平认知功能) 身体活动相关行为健康 久坐行为减少(VD11改变身体的基本姿式-站立、VD14步行) 生活质量 学业成绩提高(d820学校教育) 运动习惯养成(d4活动) |
Altunkürek等[ | 土耳其 | 八年级学生 n = 132 年龄12~15岁 | 干预类型 体适能类 运动项目类 干预处方 活动方式:热身和伸展,篮球、排球和足球运动 活动频率:每次90 min,每周1次 活动强度:未知 活动持续时间:12周 | 与干预前相比,干预后健康指导组的青少年版五因素健康量表总平均分提高; 与对照组相比,健康指导组的评分显著提高 | 心理健康 形成积极的生活观(b126气质和人格功能) 压力管理能力增强(b122整体心理社会功能、b130能量和驱力功能) 身体活动相关行为健康 身体健康水平和身体活动水平显著提高(VD11改变身体的基本姿式-站立、VD14步行) 健康责任感和意识得到提升 有关营养、健康的知识更加丰富(d199学习和应用知识,未特指、d820学校教育) 生活质量 人际关系和谐积极(d799人际交往和人际关系,未特指) |
Luna等[ | 西班牙 | 中学生 n = 113 平均年龄13.82岁 | 干预类型 技能类 运动项目类 干预处方 活动方式:Ringo替代运动(涉及运球、传球、投球和接球) 活动频率:每次55 min,每周2~3次 活动强度:未知 活动持续时间:6周 | 与对照组相比,试验组学习情绪智力得分明显更高; 与干预前相比,干预后负面情绪得分呈中等程度下降 | 心理健康 特质情绪智力显著改善(VD54健康状态对情绪的影响) 负面影响得分显著下降(VD54健康状态对情绪的影响、b130能量和驱力功能) 身体活动相关行为健康 未提及 生活质量 主观幸福感特异指标显著改善(b152情感功能) |
Casey等[ | 澳大利亚 | 七至九年级女学生 n = 1 775 年龄未知 | 干预类型 体适能类 技能类 运动项目类 干预处方 活动方式:足球、网球、休闲中心活动 活动频率:每次50~100 min,每周1次 活动强度:未知 活动持续时间:6周 | 与对照组相比,干预组身体功能和心理社会功能得分显著增加; 与干预未完成者和对照组相比,干预组接受行为控制得分增加 | 心理健康 自我效能感显著提高(b130能量和驱力功能) 心理社会功能得分显著提高(b147心理运动功能) 身体活动相关行为健康 行为控制能力显著提高(b7神经肌肉骨骼和运动有关的功能) 生活质量 未提及 |
Costigan等[ | 澳大利亚 | 中学生 n = 65 年龄15~16岁 | 干预类型 体适能类 干预处方 活动方式:穿梭跑、跳千斤顶和跳绳、深蹲和俯卧撑 活动频率:每次8~10 min,每周3次 活动强度:高 活动持续时间:8周 | 与有氧运动干预相比,抗阻运动干预对学生执行功能的效果更为明显; 与干预前相比,干预后学生的平均感觉状态得分均改善 | 心理健康 心理健康(b147心理运动功能) 身体活动相关行为健康 执行功能有改善(d175解决问题、d177做出决策) 生活质量 主观幸福感有小幅改善(b152情感功能) |
Frank等[ | 美国 | 中学生 n = 159 年龄未知 | 干预类型 运动项目类 干预处方 活动方式:瑜伽 活动频率:每次15~60 min,每周6次 活动强度:高 活动持续时间:8周 | 与对照组相比,干预组因疏忽缺席的次数显著减少,滞留减少,学校参与度提高 | 心理健康 主要和次要压力应对策略显著改善(b130能量和驱力功能) 情绪调节、积极思维的认知结构能力显著增强(VD54健康状态对情绪的影响、b147心理运动功能) 身体活动相关行为健康 无故缺勤、缺席次数显著减少 学校身体活动参与度显著提高( VD11 改变身体的基本姿式-站立、VD14 步行、d920休闲娱乐) 生活质量 未提及 |
Wassenaar等[ | 英国 | 八年级学生 n = 18 261 年龄12~13岁 | 干预类型 体适能类 干预处方 活动方式:跑步、腕关节及手臂训练 活动频率:每次20 min,每周6次 活动强度:低至中 活动持续时间:40周 | 与干预前相比,干预后心肺功能、认知表现(关系记忆和处理速度)或心理健康未显著改善 | 心理健康 没有显著改善 身体活动相关行为健康 未提及 生活质量 未提及 |
Smedegaard等[ | 丹麦 | 四至六年级学生 n = 3 124 年龄10~13岁 | 干预类型 体适能类 技能类 运动项目类 干预处方 活动方式:足球、篮球、跑步、拉伸、跳绳等 活动频率:每次90 min,每周6次 活动强度:未知 活动持续时间:36周 | 与干预前相比,多重体育课内容的结合更有助于促进学生身体活动,减少久坐行为,提升心理社会功能和生活质量 | 心理健康 积极情绪显著增加(b147心理运动功能) 身体活动相关行为健康 久坐行为减少(VD11改变身体的基本姿式-站立、VD14步行) 身体活动和娱乐休闲活动增加(d920休闲娱乐) 生活质量 幸福感指数提高(b152情感功能) 心理社会功能和生活质量提高(b122整体心理社会功能) |
[1] | Commission on Social Determinants of Health. Closing the gap in a generation: health equity through action on the social determinants of health: final report: executive summary[R]. Geneva: World Health Organization, 2008. |
[2] | World Health Organization, UNESCO. Making every school a health-promoting school: global standards and indicators[R]. Geneva: World Health Organization, 2021. |
[3] |
戴圣婷, 颜景飞, 杨剑. 健康服务视域下身体活动融入健康促进学校的政策架构内容标准与路径[J]. 中国康复理论与实践, 2022, 28(10): 1135-1142.
doi: 10.3969/j.issn.1006-9771.2022.10.003 |
DAI S T, YAN J F, YANG J. Framework and path of inclusive physical activity into health-promoting schools with the perspective of World Health Organization health services[J]. Chin J Rehabil Theory Pract, 2022, 28(10): 1135-1142. | |
[4] |
叶绿, 王斌. 健康服务视域下健康促进学校及身体活动监测与评估研究[J]. 中国康复理论与实践, 2022, 28(12): 1400-1407.
doi: 10.3969/j.issn.1006-9771.2022.12.004 |
YE L, WANG B. Monitoring and evaluation of health-promoting schools and physical activity from the perspective of health services[J]. Chin J Rehabil Theory Pract, 2022, 28(12): 1400-1407. | |
[5] |
BROWN H, PEARSON N, BRAITHWAITE R, et al. Physical activity interventions and depression in children and adolescents: a systematic review and meta-analysis[J]. Sports Med, 2013, 43(3): 195-206.
doi: 10.1007/s40279-012-0015-8 |
[6] |
RODRIGUEZ-AYLLON M, CADENAS-SÁNCHEZ C, ESTÉVEZ-LÓPEZ F, et al. Role of physical activity and sedentary behavior in the mental health of preschoolers, children and adolescents: a systematic review and meta-analysis[J]. Sports Med, 2019, 49(9): 1383-1410.
doi: 10.1007/s40279-019-01099-5 |
[7] |
HOARE E, MILTON K, FOSTER C, et al. The associations between sedentary behavior and mental health among adolescents: a systematic review[J]. Int J Behav Nutr Phys Act, 2016, 13(1): 108.
doi: 10.1186/s12966-016-0432-4 |
[8] |
SPRUIT A, ASSINK M, VAN VUGT E, et al. The effects of physical activity interventions on psychosocial outcomes in adolescents: a meta-analytic review[J]. Clin Psychol Rev, 2016, 45: 56-71.
doi: 10.1016/j.cpr.2016.03.006 pmid: 27064552 |
[9] |
LIU M, WU L, MING Q. How does physical activity intervention improve self-esteem and self-concept in children and adolescents? Evidence from a meta-analysis[J]. PLoS One, 2015, 10(8): e0134804.
doi: 10.1371/journal.pone.0134804 |
[10] | 世界卫生组织. 国际功能、 残疾和健康分类(国际中文增补版)[M]. 邱卓英,译. 日内瓦: 世界卫生组织, 2015. |
World Health Organization.International Classification of Functioning, Disability and Health-International Chinese Supplement[M]. QIU Z Y, trans trans. Geneva: World Health Organization, 2015. | |
[11] |
邱卓英, 李伦, 陈迪, 等. 基于世界卫生组织国际健康分类家族康复指南研究:理论架构和方法体系[J]. 中国康复理论与实践, 2020, 26(2): 125-135.
doi: 10.3969/j.issn.1006-9771.2020.02.001 |
QIU Z Y, LI L, CHEN D, et al. Research on rehabilitation guidelines using World Health Organization Family International Classifications: framework and approaches[J]. Chin J Rehabil Theory Pract, 2020, 26(2): 125-135. | |
[12] |
邹敏, 孙宏伟, 邱卓英, 等. 基于ICD-11 和 ICF 的智力残疾术语、诊断和分类研究[J]. 中国康复理论与实践, 2019, 25(1): 1-5.
doi: 10.3969/j.issn.1006-9771.2019.01.001 |
ZOU M, SUN H W, QIU Z Y, et al. Terminology, diagnosis and classification of intellectual disability using WHO ICD-11 and ICF[J]. Chin J Rehabil Theory Pract, 2019, 25(1): 1-5. | |
[13] | ÜSTÜN T B, KOSTANJESEK N, CHATTERJI S, et al. Measuring health and disability: manual for WHO Disability Assessment Schedule WHODAS 2. 0)[M]. Geneva: World Health Organization, 2010. |
[14] |
FELVER J C, RAZZA R, MORTON M L, et al. School-based yoga intervention increases adolescent resilience: a pilot trial[J]. J Child Adolesc Ment Health, 2020, 32(1): 1-10.
doi: 10.2989/17280583.2019.1698429 pmid: 32180507 |
[15] |
ALTUNKÜREK S, BEBIŞ H. The effects of wellness coaching on the wellness and health behaviors of early adolescents[J]. Public Health Nursing, 2019, 36(4): 488-497.
doi: 10.1111/phn.12608 pmid: 30924190 |
[16] |
LUNA P, GUERRERO J, CEJUDO J. Improving adolescents' subjective well-being, trait emotional intelligence and social anxiety through a programme based on the sport education model[J]. Int J Environ Res Public Health, 2019, 16(10): 1821.
doi: 10.3390/ijerph16101821 |
[17] |
CASEY M M, HARVEY J T, TELFORD A, et al. Effectiveness of a school-community linked program on physical activity levels and health-related quality of life for adolescent girls[J]. BMC Public Health, 2014, 14: 649.
doi: 10.1186/1471-2458-14-649 pmid: 24966134 |
[18] |
COSTIGAN S A, EATHER N, PLOTNIKOFF R C, et al. High-intensity interval training for cognitive and mental health in adolescents[J]. Med Sci Sports Exerc, 2016, 48(10): 1985-1993.
doi: 10.1249/MSS.0000000000000993 |
[19] |
FRANK J L, KOHLER K, PEAL A, et al. Effectiveness of a school-based yoga program on adolescent mental health and school performance: findings from a randomized controlled trial[J]. Mindfulness, 2017, 8(3): 544-553.
doi: 10.1007/s12671-016-0628-3 |
[20] |
WASSENAAR T, WHEATLEY C, BEALE N, et al. The effect of a one-year vigorous physical activity intervention on fitness, cognitive performance and mental health in young adolescents: the Fit to Study cluster randomised controlled trial[J]. Int J Behav Nutr Phys Act, 2021, 18(1): 47.
doi: 10.1186/s12966-021-01113-y pmid: 33789683 |
[21] |
SMEDEGAARD S, CHRISTIANSEN L, LUND-CRAMER P, et al. Improving the well-being of children and youths: a randomized multicomponent, school-based, physical activity intervention[J]. BMC Public Health, 2016, 16(1): 1127.
pmid: 27793141 |
[22] | BUTZER B, LORUSSO A, WINDSOR R, et al. A qualitative examination of yoga for middle school adolescents[J]. Adv Sch Ment Health Promot, 2017, 10(3): 195-219. |
[23] |
BUTZER B, LORUSSO A, SHIN S H, et al. Evaluation of Yoga for preventing adolescent substance use risk factors in a middle school setting: a preliminary group-randomized controlled trial[J]. J Youth Adolesc, 2017, 46(3): 603-632.
doi: 10.1007/s10964-016-0513-3 pmid: 27246653 |
[24] | WOLFENDEN L, MCCRABB S, BARNES C, et al. Strategies for enhancing the implementation of school-based policies or practices targeting diet, physical activity, obesity, tobacco or alcohol use[J]. Cochrane Database Syst Rev, 2022, 8(8): Cd011677. |
[25] |
BAILEY R, HILLMAN C, ARENT S, et al. Physical activity: an underestimated investment in human capital?[J]. J Phys Act Health, 2013, 10(3): 289-308.
pmid: 23620387 |
[26] | PUENTE-MAXERA F, MÉNDEZ-GIMÉNEZ A, MARTÍNEZ DE OJEDA PÉREZ D. El modelo de Educación Deportiva y la orientación. Efectos en la satisfacción con la vida, las inteligencias múltiples, las necesidades psicológicas básicas y las percepciones sobre el modelo de los adolescentes[J]. Sport TK-Revista EuroAmericana de Ciencias del Deporte, 2018, 7: 115-128. |
[27] |
STANDAGE M, GILLISON F. Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life[J]. Psychol Sport Exerc, 2007, 8(5): 704-721.
doi: 10.1016/j.psychsport.2006.12.004 |
[28] | KNOWLES A, WALLHEAD T, READDY T. Exploring the synergy between sport education and in-school sport participation[J]. J Teach Phys Educ, 2018, 37: 1-33. |
[29] |
CAMACHO-MIÑANO M, LAVOI N, BARR-ANDERSON D. Interventions to promote physical activity among young and adolescent girls: a systematic review[J]. Health Educ Res, 2011, 26(6): 1025-1049.
doi: 10.1093/her/cyr040 |
[30] |
COSTIGAN S, EATHER N, PLOTNIKOFF R, et al. High-intensity interval training for improving health-related fitness in adolescents: a systematic review and meta-analysis[J]. Br J Sports Med, 2015, 49(19): 1253-1261.
doi: 10.1136/bjsports-2014-094490 |
[31] |
LOGAN G R, HARRIS N, DUNCAN S, et al. A review of adolescent high-intensity interval training[J]. Sports Med, 2014, 44(8): 1071-1085.
doi: 10.1007/s40279-014-0187-5 pmid: 24743929 |
[32] |
COSTIGAN S A, EATHER N, PLOTNIKOFF R C, et al. Preliminary efficacy and feasibility of embedding high intensity interval training into the school day: a pilot randomized controlled trial[J]. Prev Med Rep, 2015, 2: 973-979.
doi: 10.1016/j.pmedr.2015.11.001 pmid: 26844177 |
[33] | FAJAR M, OKILANDA A. Sport education model: improving student motivation in physical education[J]. Int J Psych Rehabil, 2020, 24: 1421-1426. |
[34] | CUEVAS R, GARCÍA LÓPEZ L, JORDÁN O. Influence of the sport education model in the psychological basic needs[J]. Cuadernos de Psicologia del Deporte, 2015, 15: 155-162. |
[35] |
WALLHEAD T, GARN A, VIDONI C. Effect of a sport education program on motivation for physical education and leisure-time physical activity[J]. Res Q Exerc Sport, 2014, 85(4): 478-487.
doi: 10.1080/02701367.2014.961051 pmid: 25412130 |
[1] | SUN Ying, ZHANG Qiang, ZHANG Xinxin, WANG Ruochen. Psychological resilience characteristics of visually impaired adolescents: a qualitative study [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 29-35. |
[2] | WANG Hangyu, GE Keke, FAN Yonghong, DU Lilu, ZOU Min, FENG Lei. Effect of active music therapy on cognitive function for older adults with cognitive impairment: a systematic review based on ICD-11 and ICF [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 36-43. |
[3] | WEN Jianing, JIN Qiuyan, ZHANG Qi, LI Jie, SI Qi. Effect of cognitively engaging physical activity on developing executive function of children and adolescents: a systematic review based on ICF [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 44-53. |
[4] | GE Keke, FAN Yonghong, WANG Hangyu, DU Lilu, LI Changjiang, ZOU Min. Health benefit of mindfulness intervention for older adults with insomnia disorders: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 54-60. |
[5] | ZHANG Jingya, ZOU Min, SUN Hongwei, SUN Changlong, ZHU Juntong. Effect of psychological intervention on anxiety or depression in children and adolescents with hearing impairment: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1004-1011. |
[6] | WANG Junyu, YANG Yong, YUAN Xun, XIE Ting, ZHUANG Jie. Effect of high-intensity interval training on executive function for healthy children and adolescents: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1012-1020. |
[7] | WEI Xiaowei, YANG Jian, WEI Chunyan. Psychological and behavioral benefits of adapted yoga exercise for children with autism spectrum disorder in special education schools: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1021-1028. |
[8] | YANG Yaru, YANG Jian. School-based physical activity-related health services and their health benefits within the World Health Organization health-promoting school framework: a systematic review of systematic reviews [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1040-1047. |
[9] | WANG He, HAN Liang, KAN Mengfan, YU Shaohong. Efficacy of electrical stimulation on shoulder-hand syndrome after stroke: a systematic review and meta-analysis [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1048-1056. |
[10] | SHI Jiawei, LI Lingyu, YANG Haojie, WANG Qinlu, ZOU Haiou. Effect of preoperative prerehabilitation training on total knee arthroplasty: a systematic review of systematic reviews [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1057-1064. |
[11] | JIANG Changhao, HUANG Chen, GAO Xiaoyan, DAI Yuanfu, ZHAO Guoming. Effect of neurofeedback training on cognitive function in the elderly: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(8): 903-909. |
[12] | WEI Xiaowei, YANG Jian, WEI Chunyan, HE Qiling. Adapted physical education programs for psychomotor development in school settings for children with intellectual and developmental disabilities: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(8): 910-918. |
[13] | ZHANG Yuan, YANG Jian. School health services and effectiveness based on World Health Organization health-promoting school framework: a scoping review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(7): 791-799. |
[14] | WANG Shaopu, CHEN Gang. Psychological-behavioral health services and its outcome based on World Health Organization health-promoting school framework: a systematic review of systematic reviews [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(7): 800-807. |
[15] | LIU Hui, YIN Hang, JIA Shaohui, QIU Fubing. Structure, contents and psychometric properties of measurement of motor function and motor ability applicable to children and adolescents with disabilities: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(6): 630-638. |
Viewed | ||||||
Full text |
|
|||||
Abstract |
|
|||||
|