运动康复训练对普通高校残疾大学生心理健康及运动意识和行为的影响

秦剑博; 郭仁红

doi:10.16835/j.cnki.1000-9817.2021.12.015

运动康复训练对普通高校残疾大学生心理健康及运动意识和行为的影响

doi: 10.16835/j.cnki.1000-9817.2021.12.015

秦剑博¹,
郭仁红²

1.
天津市职业大学基础课部，天津 300410
2.
常州工学院体育教学部

基金项目:

天津市教育科学“十三五”规划课题项目 HE3102

详细信息

作者简介:
秦剑博(1983-)，男，内蒙古鄂尔多斯人，硕士，讲师，主要研究方向为体能训练研究、体育教学课程设计

中图分类号: G647.8 G444 G808
计量
- 文章访问数: 650
- HTML全文浏览量: 232
- PDF下载量: 39
- 被引次数: 0
出版历程
- 收稿日期: 2020-03-10
- 修回日期: 2021-07-29
- 网络出版日期: 2021-12-23
- 刊出日期: 2021-12-25

Influence of sports rehabilitation training on mental health, sports consciousness and sports behavior of disabled college students

QIN Jianbo¹,
GUO Renhong²

1.
Foundation Department, Tianjin Vocational Institute, Tianjin(300410), China

摘要

摘要: 目的探讨运动康复训练对普通高校残疾大学生心理健康及运动意识、运动行为的影响。方法 2019年2—7月，选取天津市6所普通高校的108名轻中度肢体残疾大学生作为研究对象，使用随机数字表法分为干预组与对照组(各54名)，对照组不接受任何干预，干预组通过体育处方进行运动康复训练。对比两组学生干预前后的心理健康状态、运动意识及运动行为变化。结果与干预前相比，干预组干预后的焦虑(25.93%)、抑郁(12.96%)、人际关系敏感(22.22%)阳性检出率均降低(χ²值分别为6.64，4.48，16.80，P值均 < 0.05)。与干预前相比，干预组干预后以辅助治疗疾病、满足兴趣、促进健康为运动目的大学生占比明显提高(29.63%，24.07%，35.19%)，以应对体育考试为运动目标的(14.81%)大学生检出率降低(χ²值分别为4.48，5.65，5.98，32.04，P值均 < 0.05)。与干预前相比，干预组干预后的每周运动频率、每次运动时间明显增加，主要运动形式中结伴运动者、高强度及中等强度运动者、规律运动者、运动后感受很好者占比均增加，且各项的组间差异均有统计学意义(χ²值分别为17.84，14.72，16.34，15.15，16.12，9.44，P值均 < 0.05)。结论对普通高校残疾大学生实施运动康复训练，有助于强化其运动意识，改善其运动行为，从而有效促进体质健康水平的提高，同时减轻焦虑、自责、过敏、抑郁等负性情绪，促进心理健康。
- 运动活动 /
- 精神卫生 /
- 意识 /
- 行为 /
- 健康促进 /
- 残疾人 /
- 学生
Abstract: Objective To explore the influence of sports rehabilitation training on mental health, sports consciousness and sports behavior of disabled college students. Methods A total of 108 students with mild to moderate physical disability from 6 universities in Tianjin City were selected as the research objects. They were divided into two groups (n=54) by random number table method. One group was used as a blank control without any intervention (control group). The other group was used for sports rehabilitation training through sports prescription (experimental group). The changes of physical condition, mental health, exercise consciousness and exercise behavior of the two groups before and after intervention were compared. Results The positive rates of anxiety, depression, interpersonal sensitivity (25.93%, 12.96%, 22.22%) in the experimental group were significantly lower than those in the control group(χ²=6.64, 4.48, 16.80, P < 0.05). Compared with that before intervention, the proportion of college students in the experimental group whose goal was to exercise willpower, assist in treating diseases, satisfy interests and promote health (29.63%, 24.07%, 35.19%) after intervention was significantly increased, and the proportion of college students whose goal was to deal with physical examination (14.81%) was significantly reduced (χ²=4.48, 5.65, 5.98, 32.04, P < 0.05). Compared with that before intervention, the frequency and time of exercise per week in the experimental group increased significantly after intervention, and the proportion of the main forms of exercise in the experimental group increased, the proportion of low-intensity exercise decreased, the proportion of high-intensity and medium-intensity exercise increased, the proportion of irregular exercise decreased, the proportion of regular exercise increased, the proportion of those who felt good after exercise increased. The differences of each group were statistically significant (χ²=17.84, 14.72, 16.34, 15.15, 16.12, 9.44, P < 0.05). Conclusion The exercise rehabilitation training for the disabled college students is helpful to strengthen their sports consciousness and improve their sports behavior, so as to effectively improve their physical health, reduce their negative emotions such as anxiety, self-blame, allergy and depression, and promote their mental health.
- Motor activity /
- Mental health /
- Consciousness /
- Behavior /
- Health promotion /
- Disabled presons /
- Students

HTML全文

表 1 两组残疾大学生干预前后SCL

Table 1. Comparison of the number of SCL-90 positive symptom items before and after intervention in the two groups of disabled college students

组别	选项	统计值	焦虑	抑郁	恐怖	偏执	人际关系敏感	强迫症状	敌对	躯体化	精神病性
干预组	干预前		27(50.00)	16(29.63)	6(11.11)	8(14.81)	33(61.11)	12(22.22)	7(12.96)	5(9.26)	10(18.52)
(n=54)	干预后		14(25.93)	7(12.96)	5(9.26)	7(12.96)	12(22.22)	7(12.96)	5(9.26)	4(7.41)	9(16.67)
		χ²值	6.64	4.48	0.10	0.08	16.80	1.60	0.38	0.12	0.06
		P值	0.01	0.03	0.75	0.78	＜0.01	0.21	0.54	0.73	0.80
对照组	干预前		30(55.56)	18(33.33)	5(9.26)	9(16.67)	30(55.56)	13(24.07)	8(14.81)	6(11.11)	12(22.22)
(n=54)	干预后		32(59.26)	19(35.19)	6(11.11)	10(18.52)	28(51.85)	15(27.78)	7(12.96)	5(9.26)	14(25.93)
		χ²值	0.15	0.04	0.10	0.06	0.15	0.19	0.08	0.10	0.20
		P值	0.70	0.84	0.75	0.80	0.70	0.66	0.78	0.75	0.65
注： ()内数字为检出率/%。

下载: 导出CSV

表 2 干预前后两组残疾大学生运动意识检出率比较

Table 2. Comparison of exercise consciousness between two groups of disabled college students before and after intervention

组别	选项	统计值	锻炼意志力	辅助治疗疾病	交友	满足兴趣	促进健康	提高技能	优化体形	提高社会适应能力	应对体育考试
干预组	干预前		5(9.26)	7(12.96)	11(20.37)	4(7.41)	8(14.81)	6(11.11)	8(14.81)	5(9.26)	37(68.52)
(n=54)	干预后		12(22.22)	20(37.04)^*	13(24.07)	17(41.48)^*	19(35.19)^*	8(14.81)	10(18.52)	7(12.96)	8(14.81)^*
		χ²值	3.42	8.35	0.21	9.99	5.98	0.33	0.27	0.38	32.04
		P值	0.06	0.03	0.64	＜0.01	＜0.01	0.57	0.61	0.54	＜0.01
对照组	干预前		8(14.81)	9(16.67)	10(18.52)	6(11.11)	7(12.96)	8(14.81)	10(18.52)	6(11.11)	40(74.07)
(n=54)	干预后		9(16.67)	10(18.52)	9(16.67)	8(14.81)	6(11.11)	9(16.67)	11(20.37)	7(12.96)	42(77.78)
		χ²值	0.07	0.06	0.06	0.33	0.09	0.07	0.06	0.09	0.20
		P值	0.79	0.80	0.80	0.57	0.77	0.79	0.81	0.77	0.65
注： ()内数字为检出率/%；*与对照组干预后比较P＜0.05。

下载: 导出CSV

表 3 不同运动行为两组残疾大学生干预前后分布比较

Table 3. Comparison of the distribution of different sports behaviors between two groups of disabled college students before and after intervention

运动行为	选项	干预组(n=54)				对照组(n=54)
运动行为	选项	干预前	干预后	χ²值	P值	干预前	干预后	χ²值	P值
每周运动频率/次	0	21(38.89)	3(5.56)	17.84	＜0.01	18(33.33)	17(31.48)	0.17	0.98
	1~2	16(29.63)	21(38.89)			18(33.33)	17(31.48)
	3~5	12(22.22)	20(37.04)			12(22.22)	13(24.07)
	＞5	5(9.26)	10(18.52)			6(11.11)	7(12.96)
每次运动时间/min	＜30	20(37.04)	8(14.81)	14.72	＜0.01	22(40.74)	23(42.59)	0.19	0.98
	30~45	21(38.89)	14(25.93)			18(33.33)	16(29.63)
	46~60	9(16.67)	20(37.04)			10(18.52)	11(20.37)
	＞60	4(7.41)	12(22.22)			4(7.41)	4(7.41)
主要运动形式	单独	37(68.52)	16(29.63)	16.34	＜0.01	40(74.07)	39(72.22)	0.05	0.83
	结伴	17(31.48)	38(70.37)			14(25.93)	15(27.78)
运动强度	高	5(9.26)	14(25.93)	15.15	0.01	4(7.41)	3(5.56)	0.23	0.89
	中等	19(35.19)	29(53.70)			21(38.89)	20(37.04)
	低	30(55.56)	11(20.37)			29(53.70)	31(57.41)
运动规律性	很规律	5(9.26)	17(31.48)	16.12	＜0.01	7(12.96)	6(11.11)	0.09	0.96
	一般	13(24.07)	21(38.89)			15(27.78)	15(27.78)
	不规律	36(66.67)	16(29.63)			32(59.26)	33(61.11)
运动后的感受	很好	9(16.67)	22(40.74)	9.44	0.01	13(24.07)	15(27.78)	0.41	0.82
	一般	24(44.44)	22(40.74)			21(38.89)	22(40.74)
注： ()内数字为构成比/%。

下载: 导出CSV

参考文献(16)

[1]	黄世昌. 残疾学生融合体育教育权法律保障比较研究[J]. 西安体育学院学报, 2018, 35(1): 36-42. http://www.cnki.com.cn/Article/CJFDTotal-XATY201801005.htm HUANG S C. Comparative study on legal protection of inclusive PE right of students with disability[J]. J Xi'an Phys Educ Univ, 2018, 35(1): 36-42. http://www.cnki.com.cn/Article/CJFDTotal-XATY201801005.htm
[2]	李林, 宋强. 高校本科"体育健身与健康管理"专业设置研究: 基于社会需求的视角[J]. 体育科学研究, 2020, 24(2): 82-88. https://wenku.baidu.com/view/1e17dffcb72acfc789eb172ded630b1c58ee9b9c?fr=xueshu20001 LI L, SONG Q. Study on establishment of physical fitness and health management undergraduate major under social need[J]. Sports Sci Res, 2020, 24(2): 82-88. https://wenku.baidu.com/view/1e17dffcb72acfc789eb172ded630b1c58ee9b9c?fr=xueshu20001
[3]	王旭, 陈军, 靳康佳. 我国伤残评定技术标准的现状及其与国外标准的比较[J]. 中国康复理论与实践, 2019, 25(9): 1060-1065. http://kns.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&filename=ZKLS201909015 WANG X, CHEN J, JIN K J. Development of standards of disability in China and comparison with foreign countries[J]. Chin J Rehabil Theory Pract, 2019, 25(9): 1060-1065. http://kns.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&filename=ZKLS201909015
[4]	孙唯佳. 代谢当量在评估体力活动强度及健康效应中的应用[J]. 现代预防医学, 2010, 37(7): 1318-1320, 1323. http://www.cnki.com.cn/Article/CJFDTotal-XDYF201007053.htm SUN W J. Application of metabolism equivalent in appraisal of physical strength activity intensity and health effect[J]. Mod Prev Med, 2010, 37(7): 1318-1320, 1323. http://www.cnki.com.cn/Article/CJFDTotal-XDYF201007053.htm
[5]	LEONARD R D, RACHAEL U. Symptom Checklist-90-Revised[M]. Washington: Corsini Encyclopedia Psychology, 2010: 66-84.
[6]	张力为, 毛志雄. 体育科学常用心理量表评定手册[M]. 北京: 北京体育大学出版社, 2004: 114-125. ZHANG L W, MAO Z X. Assessment manual of common psychological scales in sports science[M]. Beijing: Beijing Sport University Press, 2004: 114-125.
[7]	应华, 金晶, 蔡九琦. 大学生体育锻炼态度的多维度解析: 基于《体育锻炼态度量表》文献[J]. 浙江体育科学, 2020, 42(2): 94-100. https://wenku.baidu.com/view/fb8f4f3889d63186bceb19e8b8f67c1cfbd6ee19?fr=xueshu20001 YIN H, JING J, CAI J Q. Multidimensional analysis of college students attitude to physical exercise: document statistics based on Attitude Scale for Physical Exercise[J]. Zhejiang Sport Sci, 2020, 42(2): 94-100. https://wenku.baidu.com/view/fb8f4f3889d63186bceb19e8b8f67c1cfbd6ee19?fr=xueshu20001
[8]	徐晓飞, 张玉强. 大学生身体自我意识情绪研究初探[J]. 牡丹江师范学院学报(哲学社会科学版), 2020(3): 102-108. doi: 10.3969/j.issn.1003-6121.2020.03.013 XU X F, ZHANG Y Q. A Study on character of university students' body self-conscious emotion[J]. J Mudanjiang Normal Univ, 2020(3): 102-108. doi: 10.3969/j.issn.1003-6121.2020.03.013
[9]	罗伊凡, 陆伟婷, 王阳, 等. 高强度体育运动对人体健康影响的利弊分析[J]. 抗感染药学, 2018, 15(4): 557-559. http://www.cnki.com.cn/Article/CJFDTotal-KGYY201804006.htm LUO Y F, LU W T, WANG Y, et al. Analysis on advantages and disadvantages of high intensity exercise on influence of human health[J]. Anti-Infect Pharmacy, 2018, 15(4): 557-559. http://www.cnki.com.cn/Article/CJFDTotal-KGYY201804006.htm
[10]	马丁·布洛克, 王永顺. 《美国残疾人法案》(ADA)对残疾青少年体育参与的影响[J]. 体育学研究, 2018, 1(2): 32-36. https://wenku.baidu.com/view/89eb36bca617866fb84ae45c3b3567ec112ddcde?fr=xueshu20001 BLOCK M, WANG Y S. The impact of the Americans with Disabilities Act on young disabled people's participation in sports[J]. J Sport Res, 2018, 1(2): 32-36. https://wenku.baidu.com/view/89eb36bca617866fb84ae45c3b3567ec112ddcde?fr=xueshu20001
[11]	王伟. 应用运动处方教学对高职学生体质影响的干预研究[J]. 芜湖职业技术学院学报, 2019, 21(1): 82-86. WANG W. An Experimental study on the influence of exercise prescription teaching mode on students' physique in higher vocational institutes[J]. J Wuhu Vocat Institut Techol, 2019, 21(1): 82-86.
[12]	张维珂. 体育处方锻炼干预残疾大学生群体体质健康的实证性研究[J]. 未来与发展, 2014, 35(12): 94-97, 22. doi: 10.3969/j.issn.1003-0166.2014.12.018 ZHANG W K. Physical exercise prescription intervention for the handicapped students physical health of empirical research[J]. Future Dev, 2014, 35(12): 94-97, 22. doi: 10.3969/j.issn.1003-0166.2014.12.018
[13]	艾亚琴, 焦翔. 肢体残疾的学生体育运动特征及干预策略研究[J]. 青少年体育, 2018, 7(3): 137-138. doi: 10.3969/j.issn.2095-4581.2018.03.076 AI Y Q, JIAO X. Study on Sports characteristics and intervention strategies of physical disability students[J]. Young Sport, 2018, 7(3): 137-138. doi: 10.3969/j.issn.2095-4581.2018.03.076
[14]	WENDY A C, JEFFREY A H, BENJAMIN D L, et al. Mental health and professional help-seeking among college students with disabilities[J]. Rehabil Psychol, 2016, 61(3): 288-296. doi: 10.1037/rep0000101
[15]	逯小龙, 王坤. 课外体能锻炼对大学生心理资本心理健康及社会适应能力的影响[J]. 中国学校卫生, 2019(3): 392-395. doi: 10.16835/j.cnki.1000-9817.2019.03.021 LU X L, WANG K. Influence of extracurricular physical exercise on psychological capital, psychological health and social adaptability of college students[J]. Chin J Sch Health, 2019(3): 392-395. doi: 10.16835/j.cnki.1000-9817.2019.03.021
[16]	BROMAN-FULKS J J, ABRAHAM C M, THOMAS K, et al. Anxiety sensitivity mediates the relationship between exercise frequency and anxiety and depression symptomology[J]. Stress Health, 2018, 34(4): 500-508. doi: 10.1002/smi.2810