社区建成环境与运动健身APP使用对长三角地区教师体育锻炼习惯的影响

吴进; 罗燕; 张九阳; 刘阔; 杨宇航; 李利强; 李卫民

doi:10.16835/j.cnki.1000-9817.2024089

社区建成环境与运动健身APP使用对长三角地区教师体育锻炼习惯的影响

doi: 10.16835/j.cnki.1000-9817.2024089

吴进¹,
罗燕²,
张九阳³,
刘阔⁴,
杨宇航¹,
李利强^{1, 5},
李卫民^{1, 6, ,}

1.
华东师范大学体育与健康学院，上海 200241
2.
金华职业技术学院军事与体育教学部
3.
南京审计大学军事与体育教学部
4.
国防科技大学电子对抗学院
5.
西藏民族大学体育学院
6.
新疆师范大学体育学院

基金项目:

教育部人文社会科学研究青年基金项目 23YJC890022

新疆维吾尔自治区自然科学基金面上项目 2021D01A121

详细信息

作者简介:
吴进(1993-)，男，浙江宁波人，在读博士，主要研究方向为学校卫生与青少年体育健康促进

通讯作者:
李卫民，E-mail: 382126663@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G478 G806 TN711.5 G525.1
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- 文章访问数: 66
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- 被引次数: 0
出版历程
- 收稿日期: 2023-11-08
- 修回日期: 2024-01-10
- 网络出版日期: 2024-03-29
- 刊出日期: 2024-03-25

Effects of community building environment and sports with fitness APP usage on physical exercise habits in teachers in the Yangtze River Delta Region

WU Jin¹,
LUO Yan²,
ZHANG Jiuyang³,
LIU Kuo⁴,
YANG Yuhang¹,
LI Liqiang^{1, 5},
LI Weimin^{1, 6
, ,}

1.
School of Physical Education and Health, East China Normal University, Shanghai (200241), China

摘要

摘要: 目的探讨社区建成环境和运动健身APP使用及其交互作用对长三角地区教师体育锻炼习惯的影响，为开展针对教师群体的体育健康促进干预计划提供科学依据。方法采用方便整群随机抽样方法，于2023年5—6月，抽取长三角地区上海市、浙江省、江苏省和安徽省4省市2 530名在职教师作为调查对象。采用自行设计的基本情况调查表了解教师基本信息，使用体力活动建成环境评价问卷和运动健身APP使用问卷分别调查教师主观感知社区建成环境和运动健身APP使用情况，使用体育锻炼习惯量表评估体育锻炼习惯水平。应用Logistic回归模型分析社区建成环境和运动健身APP使用对体育锻炼习惯的影响，采用相加和相乘模型分析交互作用。结果共有658名(26.0%)教师具有良好的体育锻炼习惯，不同性别、年龄、教龄和教授学科教师体育锻炼习惯形成率差异均有统计学意义(χ²值分别为42.94，39.73，35.47，218.23，P值均 < 0.05)。具有体育锻炼习惯的教师社区建成环境和运动健身APP使用得分均高于无锻炼习惯的教师(t值分别为12.17，16.54，P值均 < 0.05)。调整年龄、性别、教龄和教授学科后，多因素非条件Logistic回归分析显示，社区建成环境得分平均每提高1分教师具有良好体育锻炼习惯的概率增加22%(OR=1.22, 95%CI=1.11~1.40)，运动健身APP使用得分平均每增加1分教师形成良好体育锻炼习惯的概率增加16%(OR=1.16, 95%CI=1.03~1.31)(P值均 < 0.05)。交互作用分析显示，调整后社区建成环境与运动健身APP使用对教师体育锻炼习惯的影响存在相加交互作用，RERI、API以及SI的95%CI分别为1.17~1.65, 0.12~0.46, 1.78~3.33(P值均 < 0.05)，不存在相乘交互作用(P值均>0.05)。结论社区建成环境和运动健身APP使用是长三角地区教师体育锻炼习惯形成的相关因素，并存在交互作用。加强社区周边智慧体育中心等建设能够为教师体育锻炼习惯养成提供高品质的外部环境。
- 环境 /
- 运动活动 /
- 身体锻炼 /
- 习惯 /
- 回归分析
Abstract: Objective To explore the effects of community building environment and sports with fitness APP usage and their interactions on teachers' exercise habits in the Yangtze River Delta Region, so as to provide a scientific basis for the development of a sports and health promotion intervention program for teachers. Methods A total of 2 530 in-service teachers from four provinces and cities in the Yangtze River Delta region, namely, Shanghai, Zhejiang, Jiangsu and Anhui Province, were sampled in May-June 2023 by using convenient cluster random sampling method. Self-designed questionnaire was used to collect the basic information of the surveyed teachers, Physical Activity Building Environment Evaluation Questionnaire and the Sports with Fitness APP Usage Questionnaire were used to measure the teachers' subjective perception of the community building environment and the usage of sports with fitness APP, respectively. Physical Exercise Habituation Scale was used to assess the level of exercise habits. Logistic regression models were applied to analyze the effects of community building environment and sports with fitness APP usage on physical exercise, and the interaction effects were analyzed by using additive and multiplicative models. Results Among all the teachers surveyed, 658 of them reported good physical exercise habits (26.0%), and differences in the rate of physical activity habit formation by gender, age, years of teaching, as well as subject of teaching were statistically significant (χ²=42.94, 39.73, 35.47, 218.23, P < 0.05). Teachers with physical exercise habits had significantly higher community building environment scores and sports and fitness APP use than teachers without exercise habits (t=12.17, 16.54, P < 0.05). Adjusting for the confounders of age, gender, years of teaching experience, and subjects taught, multifactorial unconditional Logistic regression analysis showed that the probability of teachers having good physical exercise habits increased by 22% for every 1-point increase in the community building environment score on average (OR=1.22, 95%CI=1.11-1.40), and the probability of teachers having good physical exercise habits increased by 16% for every 1-point increase in the sports with fitness APP score on average (OR=1.16, 95%CI=1.03-1.31) (P < 0.05). Interaction analyses showed that there was an additive interaction between the effects of community building environment and sports and fitness APP use on teachers' physical exercise habits after adjustment, and the 95%CI for RERI, API and SI were 1.17-1.65, 0.12-0.46 and 1.78-3.33 (P < 0.05), respectively, and there was no multiplicative interaction (P>0.05). Conclusions The community building environment and the usage of sports & fitness APP show impacts in the formation of teachers' physical exercise habits in the Yangtze River Delta region, and there is an interaction effect. Enhancing the construction of smart sports centers around the community can provide a high-quality external environment for the physical exercise habits formation.
- Environment /
- Motor activity /
- Exercise movement techniques /
- Habits /
- Regression analysis
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表 1 不同人口学特征教师体育锻炼习惯检出率比较

Table 1. Comparison of the distribution of physical exercise habits of teachers with different demographic characteristics

人口学指标	选项	人数	体育锻炼习惯	χ²值	P值
年龄/岁	20~35	1 024	351(34.3)	39.73	< 0.01
	36~49	915	165(18.0)
	≥50	591	142(24.0)
性别	男	1 088	377(34.7)	42.94	< 0.01
	女	1 442	281(19.5)
所在省市	上海	683	184(26.9)	1.47	0.69
	浙江	637	176(27.6)
	江苏	651	163(25.0)
	安徽	559	135(24.2)
教龄/年	0~3	402	141(35.1)	35.47	< 0.01
	4~10	719	169(23.5)
	11~15	567	103(18.2)
	16~25	509	120(23.6)
	≥26	333	125(37.5)
教授学科	体育	387	273(70.5)	218.23	< 0.01
	非体育	2 143	385(18.0)
教授学段	幼儿园	465	101(21.7)	9.93	0.06
	义务段	668	156(23.3)
	高中	546	139(25.5)
	大学/大专	851	262(30.8)
注： ()内数字为检出率/%。

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表 2 教师体育锻炼习惯相关因素的Logistic回归分析(n=2 530)

Table 2. Logistic regression analysis of related to factors teachers' physical exercise habits(n=2 530)

自变量	β值	标准误	Wald χ²值	P值	OR值(95%CI)
年龄/岁
≥50					1.00
20~35	0.34	0.15	5.18	0.02	1.41(1.11~1.87)
36~49	-0.08	0.15	0.28	0.50	0.92(0.66~1.41)
性别
女					1.00
男	0.72	0.13	32.04	< 0.01	2.05(1.67~2.50)
教龄/年
4~10					1.00
0~3	0.28	0.15	3.81	0.04	1.33(1.11~1.72)
11~15	-0.15	0.18	0.63	0.36	0.86(0.40~2.04)
16~25	-0.10	0.20	0.24	0.44	0.91(0.11~1.78)
≥26	0.21	0.16	1.77	0.04	1.23(1.04~1.68)
教授学科
体育					1.00
非体育	-0.73	0.33	30.40	< 0.01	0.48(0.20~0.75)
社区建成环境	0.20	0.08	5.78	0.01	1.22(1.11~1.40)
运动健身APP使用	0.15	0.06	7.45	0.02	1.16(1.03~1.31)

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