促进弱势群体参与体育锻炼的干预研究——以听力残疾学生为例

Intervention to Increase Exercise for Disadvantaged Groups——A Randomized Control Trial in Students with Hearing Disabilities

以150名听力残疾学生为研究对象,以阶段变化模型为理论框架,采用准实验不等同比较组前后测设计,使用散页印刷品为主要干预方式,对其进行了12周针对性的干预实验。研究结果表明,干预对实验组听力残疾学生的锻炼行为水平未产生影响;接受干预前后,实验组学生在不同锻炼阶段的人数分布发生了改变,且具有统计学上的意义(χ2=4.048,P=0.044<0.05),这一结果部分证明了干预措施的有效性;接受干预后,仅实验组学生的意识提高(t=-3.35,P=0.001<0.01)和刺激控制(t=-6.94,P=0.000<0.01)因素的均值相对于对照组学生出现了非常显著的提高,以阶段变化模型为理论基础的此干预实验并未有效地影响实验组听力残疾学生锻炼行为各心理决定因素的变化;锻炼收益、锻炼弊端和变化过程因素成功地预测了实验组听力残疾学生锻炼行为从预期阶段向准备阶段的转换。通过12周基于TTM模型的干预研究,部分证明了以阶段变化模型为理论基础的干预措施有效影响了听力残疾学生锻炼阶段变化的准备水平及心理决定因素,但完全没有影响到其锻炼行为水平。针对听力残疾学生这类特殊人群,有必要进行促进其锻炼行为水平的后续干预研究。

The purpose of this study was to test the efficacy of an exercise intervention based on the Thanstheoretical Model （TTM）. One hundred and fifty students with hearing impairments were randomized into a control group and an experimental group. Stageailored intervention materials were delivered by leaflet every three weeks to experimental group participants. Assessments of each TTM construct were made at baseline and twelve weeks later for all study participants. The results showed that： （1） the intervention was insufficient to increase the experimental group＇ s self-reported exercise behavior; （2） however, the number of experimental group participants improved their stage of readiness to change significantly from before to after the intervention （x^2 = 4. 048, P〈0.05）, which partially supported the effectiveness of the intervention; （3） Compared to control group participants, only two processes of change, consciousness raising （t= -3.35, P〈0. 001 ） and stimulus control （t = - 6. 94, P〈0. 001） showed significant increases after the intervention for the experimental group participants ; （4） The pros, cons and processes of change predicted stage of change transition from the contemplation stage to the preparation stage. After 12-week, stage-tailored intervention based on TTM, partial support was found regarding the effectiveness of the intervention for improving participants with hearing impairments＇ stage of readiness to change and certain theoreticallybased psychological mediators of exercise behavior improved, but not their actual exercise be- havior. Therefore, further research regarding how to best intervene to improve those with hearing disabilities＇ actual exercise behavior is warranted.