北京市中小学生身体活动时间现状及影响因素的路径

Status and pathways of factors influencing physical activity time among elementary and junior high school students in Beijing

目的:描述北京市中小学生每天身体活动时间现况,并分析个体、家庭、学校、社区层面的影响因素及其路径。方法:使用2023年北京市中小学生的横断面调查数据,研究对象为3157名小学生和初中生。使用问卷调查学生的基本信息、每天总体和在校身体活动时间、掌握的运动项目数量,以及感知身体活动益处和障碍情况,感知家庭、学校和社区身体活动支持性环境情况。采用Log-binomial回归模型分析身体活动与影响因素的关联,使用结构方程模型进行影响因素的路径分析。结果:2023年北京市中小学生每天总体身体活动≥2 h报告率为33.1%,每天在校身体活动≥1 h报告率为64.8%。学生掌握的运动项目数量与每天总体身体活动≥2 h报告率呈剂量反应关系(P-trend<0.001),感知身体活动益处得分和障碍得分比值及感知家庭、学校、社区身体活动支持性环境得分均与学生每天总体身体活动≥2 h报告率呈正相关关系(PR=1.24,95%CI:1.20~1.28;PR=1.51,95%CI:1.38~1.66;PR=1.50,95%CI:1.37~1.64;PR=1.21,95%CI:1.16~1.27)。结构方程模型显示,学生掌握的运动项目数量(β=0.11,P<0.001)、感知身体活动益处得分和障碍得分比值(β=0.15,P<0.001),以及由家庭、学校和社区构成的支持性环境得分(β=0.13,P<0.001)均与学生每天总体身体活动≥2 h报告率直接相关,其中支持性环境得分通过影响学生掌握的运动项目数量(β=0.21,P<0.001)、感知身体活动益处得分和障碍得分比值(β=0.56,P<0.001),学生掌握的运动项目数量通过影响感知身体活动益处得分和障碍得分比值(β=0.05,P=0.003),与学生每天总体身体活动≥2 h报告率间接相关。学生每天在校身体活动≥1 h报告率与每天总体身体活动≥2 h报告率的影响因素及路径相似。结论:北京市中小学生身体活动时间未达到国家要求,未来需构建家庭、学校和社区一体化身体活动支持性环境,培育中小学生的运动技能,树立自主运动的观念,保障中小学生每天校内外各1 h身体活动时间。

Objective:To describe the current distribution of daily physical activity time among elementary and junior high school students in Beijing,and to analyze the influencing factors and pathways at the individual,family,school and community levels.Methods:Data were drawn upon from a cross-sectional investigation in Beijing in 2023,and a total of 3157 elementary and junior high school students were included in the final analysis.Questionnaire was used to collect data on basic characteristics,overall and in-school physical activity time per day,the number of sports mastered,perceived physical activity benefits and barriers scales,perceived family,school,and community physical activity supportive environment scales.Log-binomial regression model was used to analyze the associations between physical activity time and influencing factors,and structural equation modeling was used for the path analysis of the influencing factors.Results:The reported rates of≥2 hours of overall physical activity per day and≥1 hour of physical activity in school per day among elementary and junior high school students in Beijing in 2023 were 33.1%and 64.8%,respectively.The associations between the number of sports mastered by students and the reported rate of≥2 hours of overall physical activity per day showed a typical dose-response relationship(P-trend<0.001).The perceived physical activity benefits-to-barriers ratio(PR=1.24,95%CI:1.20-1.28),scores of perceived family,school,and community physical acti-vity supportive environment scales were all positively associated with the reported rate of≥2 hours of overall physical activity per day(PR=1.51,95%CI:1.38-1.66;PR=1.50,95%CI:1.37-1.64;PR=1.21,95%CI:1.16-1.27).The structural equation modeling showed that the number of sports mastered by the students(β=0.11,P<0.001),perceived physical activity benefits-to-barriers ratios(β=0.15,P<0.001),and scores of supportive environment scales consisting of family,school,and community(β=0.13,P<0.001)were associated with the reported rates of≥2 hours of overall physical activity per day directly.In addition,the scores of supportive environment scales could indirectly influence the reported rates of≥2 hours of overall physical activity per day by influencing the number of sports mastered by the students(β=0.21,P<0.001)and the perceived physical activity benefits-to-barriers ratio(β=0.56,P<0.001),while the number of sports mastered by the students could indirectly influence the reported rates of≥2 hours of overall physical activity per day by influencing the perceived physical activity benefits-to-barriers ratios(β=0.05,P=0.003).The influencing factors and pathways of the reported rates of≥1 hour of physical activity in school per day were similar with those of the reported rates of≥2 hours of overall physical activity per day described above.Conclusion:The daily physical activity time among elementary and junior high school students in Beijing in 2023 fell short of meeting the national requirement.There was a need to build a supportive environment consisting of family,school,and community for physical activity,to promote the students’sports skills,to establish the idea of independent physical activity,and to ensure that primary and secondary school students were given one hour of physical activity time every day,both inside and outside the school.