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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

李振, 王晨宇, 肖涛, 甄洁, 韩永强. 健康教育实施形式影响大学生锻炼行为效果的Meta分析[J]. 中国学校卫生, 2021, 42(8): 1156-1161. doi: 10.16835/j.cnki.1000-9817.2021.08.009
引用本文: 李振, 王晨宇, 肖涛, 甄洁, 韩永强. 健康教育实施形式影响大学生锻炼行为效果的Meta分析[J]. 中国学校卫生, 2021, 42(8): 1156-1161. doi: 10.16835/j.cnki.1000-9817.2021.08.009
LI Zhen, WANG Chenyu, XIAO Tao, ZHEN Jie, HAN Yongqiang. A Meta-analysis on the effectiveness of multiple health education implementation forms on exercise behavior among college students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(8): 1156-1161. doi: 10.16835/j.cnki.1000-9817.2021.08.009
Citation: LI Zhen, WANG Chenyu, XIAO Tao, ZHEN Jie, HAN Yongqiang. A Meta-analysis on the effectiveness of multiple health education implementation forms on exercise behavior among college students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(8): 1156-1161. 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
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

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

  • 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。
  • 图  1  文献筛选流程

    Figure  1.  Flow chart of literature selection

    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

    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

    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
    形式 频率 周期
    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

    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
    SUCRA 最优概率/% 排序 SUCRA 最优概率/% 排序 SUCRA 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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    ZHANG J C, PING J, REN J, et al. Construction of health and fitness educational model for school children and the analysis of educational intervention strategies[J]. Chin Sport Sci, 2012, 32(12): 15-23. doi: 10.3969/j.issn.1000-677X.2012.12.003
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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

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