体质健康信念和自我效能教育对中学生运动参与和体质健康的促进研究

Study on promoting effect of physical health belief and self-efficacy education upon middle school students' sport participation and physical health

目的探讨体质健康信念和自我效能理论教育对初中生健康信念、自我效能、运动参与以及体质健康的影响,为促进青少年体质健康提供理论参考。方法采用分层抽样法,对贵阳市230名学生进行体质健康信念和自我效能教育,对照组232名学生不予干预,只接受常规《体育与健康》课程教育。干预前和干预持续1年,对2组受试者进行体质健康信念量表、自我效能量表、运动参与调查表及体质健康指标的测定。结果干预后,实验组学生知觉锻炼益处、体质评价态度、体质强弱与患病易感性、体质评价结果关注、情绪效能、人际交流、身体健康得分分别为(16.44±0.55)(15.72±0.41)(14.12±0.61)(15.76±0.23)(14.78±4.38)(15.28±4.41)(14.92±4.38)分,均高于对照组的(13.74±0.33)(12.66±0.58)(12.40±0.32)(12.57±0.56)(13.20±2.97)(13.13±3.55)(13.43±3.26)分,差异均有统计学意义(P值均<0.05);实验组学生运动时间、每周锻炼频率、肺活量、台阶试验评定指数分别为(0.88±0.64),48.2%,(56.68±12.69)(66.44±13.20),均高于对照组的(0.57±0.32),21.2%,(49.98±12.12)(56.22±9.97)(P值均<0.05)。结论体质健康信念和自我效能理论教育可以提高中学生的体质健康信念和自我效能水平,促进中学生体质健康,值得进一步推广和应用。

Objective To discuss the influence of the health belief and self-efficacy theory education on sports participation and physical health, in order to provide theoretical reference for the promotion of adolescent physical health. Methods A stratified sampling method was designed to give regular physical and health education curriculum to 230 junior high school students in Guiyang city. Physical health belief and self-efficacy education were carried out in the experimental group, while no intervention was given to 232 students in the control group. After one-year study, all students completed such things as physical health belief scale,self-efficacy scale, exercise participation questionnaire and physical health items. Results There were significant differences in exercise, physical fitness evaluation attitude, physical strength and disease susceptibility, evaluation of physical fitness, emotional performance, interpersonal communication and health between experimental and control group（ P〈0.05）. The score of experimental group were（ 16.44±0.55）（ 15.72±0.41）（ 14.12±0.61）（ 15.76±0.23）（ 14.78±4.38）（ 15.28±4.41）（ 14.92±4.38）, which was higher than control group（ 13.74±0.33）（ 12.66±0.58）（ 12.40±0.32）（ 12.57± 0.56）（ 13.20± 2.97）（ 13.13± 3.55）（ 13.43± 3.26）. There were significant differences in movement time, week exercise frequency, vital capacity and step index between experimental and control group（ P〈0.05）.The score of experimental group were（ 0.88±0.64）,48.2%,（ 56.68±12.69）（ 66.44±13.20）, which was higher than control group（ 0.57± 0.32）,21.2%,（ 49.98± 12.12）（ 56.22±9.97）. Conclusion Interventions based on health belief and self-efficacy education could improve quality of middle school students＇ life. The effect has reliable effect and it is worthy of further application.