成都市“快乐十分钟”干预模式在小学生中应用效果调查

Applying Effect of “Take ten”Intervention Model in Primary Students in Chengdu

目的 通过开展“快乐十分钟”项目,探索小学生肥胖的有效干预措施.方法 在成都市选出10所学校3～5年级的小学生,选出8所学校为干预组,2所学校为对照组.对干预组采取“快乐10分钟”健康教育进行半年干预,对照组不采取任何干预措施;通过问卷调查（基线调查和终期调查）比较2组前后变化.结果 干预组学生在终期调查中认为运动与生长发育、身体素质及心理健康有关的人数明显高于基线调查,差异有统计学意义,（χ2分别为15.078,8.917,11.513,P ＜0.05）;认为肥胖的发生与身体活动、吃高能量食物以及遗传有关的人数明显高于基线调查,差异有统计学意义（χ2分别为26.342,26.825,8.955,P＜0.05）;课间十分钟坐在座位上的学生人数少于基线调查,但无明显差异,而对照组终期调查坐在座位上的学生人数明显高于基线调查,差异有统计学意义（χ2为11.661,P＜0.05）.结论 “快乐十分钟”的项目让学生有效利用课间时间,加强学生增加体育锻炼的观念.

Objective To explore effective intervention measures on obesity control in primary students by imple- mentation of ＂Take ten!＂ model. Methods Students in grades 3 -5 of 10 primary schools were selected in ur- ban Chengdu, of which 8 were set as intervention groups while two were set as control groups. ＂Take ten!＂ intervention were applied in the intervention groups for half year, and nothing similar intervention was given to the control groups. The changes of two groups were compared through questionnaire surveys at baseline and the end - line of the intervention. Results The numbers of intervention group students in the end - line survey who held that sports were related to growth, physical and mental health were significantly more than that of the base- line （χ2 values were respectively 15.078, 8. 917 and 11. 513, all P 〈0. 05）, and who held that obesity was related to physical activity, eating high - calorie foods and genetic factors were significantly more than that of inthe baseline （χ2 values were respectively 26. 342, 26. 825 and 8.955, all P 〈0.05）. The numbers of intervention group students in the end - line survey who sat on the seat in the ten minutes break between classes was less than in the baseline, but with no statistical difference; while the corresponding numbers of controlgroup students in end - line survey was significantly more than that of in the baseline survey （ χ 2 = 11.661, P 〈 0. 05）. Conclusion ＂Take ten!＂ intervention model is helpful for primary students to effectively use the break time, and also can strengthen the awareness of physical exercise among them.