健康教育实施形式影响大学生锻炼行为效果的Meta分析

李振; 王晨宇; 肖涛; 甄洁; 韩永强

doi:10.16835/j.cnki.1000-9817.2021.08.009

健康教育实施形式影响大学生锻炼行为效果的Meta分析

doi: 10.16835/j.cnki.1000-9817.2021.08.009

李振^{1, 2},
王晨宇¹,
肖涛^{1, 2, ,},
甄洁^{1, 2},
韩永强³

1.
郑州大学体育学院(校本部)，河南 450001
2.
河南省学生体质健康促进研究中心
3.
淄博实验中学

基金项目:

2020年度教育部人文社科规划基金项目 20YJA890029

详细信息

作者简介:
李振(1996-)，男，山东淄博人，在读硕士，主要研究方向为运动训练与健康促进

通讯作者:
肖涛，E-mail: xiaotao@zzu.edu.cn

中图分类号: G647.8 G806
计量
- 文章访问数: 1037
- HTML全文浏览量: 599
- PDF下载量: 90
- 被引次数: 0
出版历程
- 收稿日期: 2021-02-01
- 修回日期: 2021-04-17
- 网络出版日期: 2021-08-20
- 刊出日期: 2021-08-25

A Meta-analysis on the effectiveness of multiple health education implementation forms on exercise behavior among college students

LI Zhen^{1, 2},
WANG Chenyu¹,
XIAO Tao^{1, 2
, ,},
ZHEN Jie^{1, 2},
HAN Yongqiang³

1.
College of Physical Education, Zhengzhou University, Zhengzhou(450001), China

摘要

摘要: 目的比较课堂教学、网络教学及课外辅导3种健康教育模式影响大学生锻炼行为的效果，为促进大学生参与锻炼的有效性及具体方法的选择提供依据。方法采用Meta分析的方法，检索在Web of Science、PubMed、ScienceDirect、Scopus、Cochrane Library、CNKI等数据库中关于健康教育不同的实施方法干预大学生锻炼行为的随机对照实验研究文献，以(“大学生”或“学生”或“青年”)和(“健康教育”或“教育”或“干预”或“健康课程”)为中文主题词进行布尔逻辑检索; 以("university student" or "student" or "youth" or "college student")AND("Health Education" or "Education" or "Intervention" or "Health Curriculum")为英文主题词进行布尔逻辑检索。语种限制为中文或英文，检索截止到2021年2月1日，同时对相关文献的参考文献进行追溯。由2名研究者独立对文献进行筛选、数据提取及偏倚风险的评估，采用Stata 16.0软件依次进行传统Meta分析及网状Meta分析。结果共纳入23篇文献，结果显示健康教育课程能够有效增加在校大学生的每周锻炼时间、锻炼频率和参与锻炼的人数(SMD/OR值分别为0.29，0.25，1.33);亚组分析认为课堂教学和网络教学在增加每周锻炼时间、锻炼频率和锻炼人数(SMD/OR值分别为0.45，0.36;0.22，0.37;1.36，1.26)上差异均有统计学意义(P值均 < 0.05);课外辅导影响大学生每周锻炼时间和频率上差异均无统计学意义(P值均>0.05);间接比较结果认为，课堂教学、网络教学在增加大学生每周锻炼时间、锻炼频率上优于课外辅导(P值均 < 0.05)，在每周锻炼时间、频率及参与人数上差异均无统计学意义(P值均>0.05)。SUCRA法结合效应量认为，课堂教学形式的健康教育课程在影响大学生每周锻炼时间、频率及参与锻炼的人数(SUCRA值分别为91.5，94.1，87.1)上可能效果最好。结论课堂教学与网络教学形式的健康教育课程能够积极影响大学生的锻炼行为。建议在大学课程中开设健康教育课程，促进大学生参与体育锻炼。
- 健康教育 /
- 身体锻炼 /
- Meta分析 /
- 行为 /
- 学生
Abstract: Objective To compare the effectiveness of three forms of health education including classroom teaching, network teaching and after-class tutoring on exercise behavior among college students. Methods A literature search was performed using web of science, PubMed, ScienceDirect, Scopus, Cochrane Library, and CNKI database on randomized controlled trials of health education intervention on exercise behavior among college students. Literature filtering, data extraction, and assessment of the risks of bias were conducted by two independent researchers using Stata 16.0 software based on traditional Meta-analysis and network meta-analysis. Results A total of 23 literatures were included. The results showed that health education courses could effectively increase the weekly exercise time of college students(SMD=0.29), exercise frequency (SMD=0.25) and number of students participating in exercise(OR=1.33). Subgroup analysis revealed that the increase in classroom teaching and network teaching associated with increased weekly exercise time (SMD=0.45, 0.36), exercise frequency (SMD=0.22, 0.37) and exercise number (OR=1.36, 1.26)(all P < 0.05); The effect of after-class tutoring on the time and frequency of weekly exercise was not statistically significant(P>0.05). Indirect comparison showed that the effects of classroom teaching and network teaching on weekly exercise time, and exercise frequency were superior to that of extracurricular counselling(P < 0.05); There were no significant differences in the weekly exercise time, frequency and number of participants between the two groups(P>0.05). Based on SUCRA method and the effect size, health education in the form of classroom teaching may have the greatest effect on the weekly exercise time, frequency and the number of students participating in the exercise(SUCRA=91.5, 94.1, 87.1). Conclusion Health education in the form of classroom teaching and network teaching can positively influence exercise behavior of college students.It is suggested that health education courses should be carried out in college courses so as to better promote college students to participate in physical exercise.
- Health education /
- Exercise movement techniques /
- Meta-analysis /
- Behavior /
- Students

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图 1 文献筛选流程

Figure 1. Flow chart of literature selection

下载: 全尺寸图片幻灯片

图 2 健康教育影响大学生锻炼行为的Meta分析结果

Figure 2. Meta-analysis results of the influence of health education on college students' exercise behavior

下载: 全尺寸图片幻灯片

图 3 健康教育的实施形式间接比较结果

Figure 3. Indirect comparison results of the implementation forms of health education

下载: 全尺寸图片幻灯片

表 1 纳入文献的基本特征

Table 1. Basic characteristics of the included literature

第一作者及年份	国籍	样本量(男/女)	年龄/岁	健康教育干预方案			结局指标	质量评估
第一作者及年份	国籍	样本量(男/女)	年龄/岁	形式	频率	周期	结局指标	质量评估
韩文华(2019)^[7]	中国	16/14	19.13	课堂教学	2次/周	18周	T	4
LaChausse(2012)^[8]	美国	23/83	—	网络教学	—	12周	T	5
		17/53	—	课堂教学	—	12周	T	5
Wright(2020)^[9]	美国	260	23.1±2.9	课外辅导	3次/周	6周	T	5
		84	22.3±5.7	课堂教学	3次/周	6周	T	5
Buscemi(2011)^[10]	美国	5/29	19.47±1.2	课外辅导	60 min/周	12周	T	6
Werch(2007)^[11]	美国	15/36	19±1.12	课外辅导	15 min/周	12周	T、F	5
蔡云燕(2019)^[12]	中国	158/246	20.62±1.65	网络教学	3次/周	16周	T、F	4
Hong(2016)^[13]	美国	0/101	23	课堂教学	—	1个学期	T	5
Joseph(2016)^[14]	美国	0/25	21.3±3.2	网络教学	4次/周	12周	T	6
Magoc(2011)^[15]	美国	52	—	网络教学	—	6周	T、F	5
Grim(2011)^[16]	美国	143	21.2	网络教学		10周	F	4
		86	21.2	课堂教学	—	10周	F	6
Wadsworth(2010)^[17]	美国	0/30	—	网络教学	—	6周	F	5
		0/30	—	网络教学	—	6个月	F	5
于梅子(2010)^[18]	中国	125/193	—	课堂教学	—	1个学期	F	3
Abu-Moghli(2010)^[19]	约旦	13/33	18~25	课堂教学	—	5 d	F	5
Werch(2008)^[20]	美国	64/82	19.2±1.12	课外辅导	25 min	—	F	5
郭凌云(2021)^[21]	中国	145	—	网络教学	2次/周	12周	N	4
		131	—	课堂教学	2次/周	12周	N	4
李凤英(2014)^[22]	中国	18/42	—	课堂教学	2次/周	16周	N	4
王拱彪(2019)^[23]	中国	158/246	20.82±1.72	课堂教学	—	16周	N	5
何雯(2020)^[24]	中国	69/91	20.12±1.43	课堂教学	—	12周	N	4
Yang(2020)^[25]	中国	263	19.04±0.9	课堂教学	2 h/周	7周	N	6
Bu(2013)^[26]	韩国	21/17	19~22	课堂教学	—	13周	N	5
张河川(2006)^[27]	中国	430/312	—	课堂教学	2次/周	12周	N	4
何敏(2011)^[28]	中国	781	20.3±1.44	课堂教学	20课时	1个学期	N	5
Duan(2017)^[29]	中国	88	19.01±1.16	网络教学	1次/周	8周	N	5
注： T为每周锻炼时间，F为每周锻炼频率，N为主动参与锻炼的人数变化。

下载: 导出CSV

表 2 不同教学形式健康教育的SUCRA值

Table 2. SUCRA value of different teaching forms of health education

教学形式	每周锻炼时间			每周锻炼次数			参与锻炼人数
教学形式	SUCRA值	最优概率/%	排序	SUCRA值	最优概率/%	排序	SUCRA值	最优概率/%	排序
课堂教学	91.5	80.0	1	94.1	74.0	1	87.1	73.9	1
网络教学	64.0	15.0	2	46.7	19.8	2	62.4	24.1	2
课外辅导	37.7	4.6	3	2.7	7.8	3	—	—	—

下载: 导出CSV

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