不同组合课堂教学锻炼联合音乐疗法对塔吉克族大学生睡眠质量干预的效果评价

Evaluation of the Intervention Effect of Different Combinations of Classroom Exercises combined with Music Therapy on Sleep Quality of Tajik College Students

目的:了解不同组合课堂教学锻炼方式联合音乐疗法对塔吉克族大学生睡眠质量的干预效果,为其睡眠质量改善及干预提供参考和帮助。方法:对招募的61名塔吉克族睡眠障碍大学生随机分为对照组、有氧运动和抗阻锻炼(AE&RE)组、有氧运动和身心锻炼(AE&BE)组、抗阻锻炼和身心锻炼(RE&BE)组。对实验组进行10周、每周3次课堂教学锻炼干预、每次50min的干预,对照组保持正常生活习惯。干预前后分别采用匹兹堡睡眠质量指数量表(PSQI)和Actigraph GT3X+监测主观和客观睡眠质量,并对干预前后结果进行比较。研究结果:AE&RE组、AE&BE组、RE&BE组干预后主观PSQI总分均低于干预前,差异有统计学意义(t=2.487、2.859、2.150,P<0.05)。客观睡眠方面,AE&RE组干预后总睡眠时长、睡眠效率方面显著高于干预前,差异有统计学意义(t值=2.709、3.797,P<0.05)。AE&BE组干预后总睡眠时长、睡眠效率高于干预前,差异有统计学意义(t=3.807、2.130,P<0.05)。干预后睡眠潜伏期、夜间觉醒时长、夜间觉醒次数显著低于干预前,差异有统计学意义(t=3.064、2.291、2.095,P<0.05)。RE&BE组干预后总睡眠时长、睡眠效率高于干预前,差异有统计学意义(t=4.114、4.989,P<0.01)。干预后睡眠潜伏期、夜间觉醒时长、夜间觉醒次数显著低于干预前,差异有统计学意义(t=6.989、3.367、2.975,P<0.05)。干预后与干预前相比,塔吉克族大学生AE&RE组和RE&BE组睡眠效率与干预前相比分别提高了7.36%、7.73%。研究结论:不同组合课堂教学锻炼方式联合音乐疗法对塔吉克族大学生睡眠质量的改善效果不同,AE&BE组、RE&BE组分别对主观睡眠质量、客观睡眠质量改善效果最佳。

The objective of this study is to understand the intervention effect of dfferent combinations of classroom exercise methods combined with music therapy on the sleep quality of Tajik college students,and to provide reference for the improvement of sleep quality and intervention for Tajik college students.Methods:Sixtyone Tajik college students with sleep disorders were recruited and randomly divided into the control group,aerobic exercise and resistance exercise(AE&RE)group,aerobic exercise and body exercise(AE&BE)group,and resistance exercise and body exercise(RE&BE)group.A 10-week,3 times per week classroom-based exercise intervention of 50 min each was performed,and the control group maintained normal lifestyle habits.Subjective and objective sleep quality were monitored using the Pitsburgh Sleep Quality Index(PSQI)and Actigraph GT3X+before and after the intervention,and the results were compared before and after the intervention.Results:The total subjective PSQI scores of the AE&RE,AE&BE,and RE&BE groups were lower than those of the pre-intervention groups after the intervention,and the differences were statistically significant(t=2.487,2.859,and 2.150,P<0.05).In terms of objective sleep,the total sleep duration and sleep efficiency aspects were significantly higher in the AE&RE group after intervention than before intervention,and the difference was statistically significant(t-value=2.709,3.797,P<0.05).The total sleep duration and sleep efficiency in the AE&BE group were higher in the AE&BE group after intervention than before intervention,and the difference was statistically significant(t=3.807,2.130,P<0.05).The post-intervention sleep latency,nocturnal awakening duration,and nocturnal awakenings were significantly lower than the pre-intervention period,and the difference was statistically significant(t=3.064,2.291,2.095,P<0.05).The post-intervention total sleep duration and sleep efficiency of the RE&BE group were higher than the pre-intervention period,and the difference was statistically significant(t=4.114,4.989,P<0.01).Sleep latency,length of nocturnal awakening,and number of nocturnal awakenings were significantly lower after intervention than before intervention,and the difference was statistically significant(t=6.989,3.367,2.975,P<0.05).Post-intervention compared to pre-intervention,the sleep efficiency of Tajik college students in the AE&RE and RE&BE groups increased by 7.36%and 7.73%,respectively,compared to pre-intervention.Conclusion:Different combinations of classroom exercise methods combined with music therapy have different effects on improving the sleep quality of Tajik college students,and the AE&BE and RE&BE groups have the best effect on improving subjective sleep quality and objective sleep quality respectively.