体育健康教育与初中生健康素养关系的交叉滞后分析

解超; 苏家福; 康越鑫; 刘雷; 周红萍

doi:10.16835/j.cnki.1000-9817.2022.10.011

体育健康教育与初中生健康素养关系的交叉滞后分析

doi: 10.16835/j.cnki.1000-9817.2022.10.011

1.
湖北文理学院体育学院，襄阳 441053
2.
辽源市田家炳中学
3.
大连市第三十五中学

基金项目:

2021年国家社科基金项目 21BTY101

2021年湖北高校省级教学研究项目 2021419

2021年湖北文理学院教学研究项目 JY2021008

详细信息

作者简介:
解超(1984-)，男，吉林梅河口人，博士，副教授，主要研究方向为儿童青少年体质健康

通讯作者:
周红萍，E-mail：936662872@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 R179 G807
计量
- 文章访问数: 403
- HTML全文浏览量: 161
- PDF下载量: 39
- 被引次数: 0
出版历程
- 收稿日期: 2022-04-20
- 修回日期: 2022-07-14
- 网络出版日期: 2022-10-28
- 刊出日期: 2022-10-25

A cross-lagged analysis on the relationship between physical health education and health literacy among junior high school students

1.
Hubei University of Arts and Science Sports Academy, Xiangyang(441053), Hubei Province, China

摘要

摘要: 目的了解体育健康教育与青少年健康素养的因果关系，为提升体育健康教育和青少年健康素养水平提供纵向实证研究依据。方法采用整群抽样法选取湖北省襄阳市、辽宁省大连市和吉林省辽源市4所初中学校七年级的24个班学生为研究对象，采用间隔18周的纵向追踪设计对696名初中生进行2次问卷调查。测量工具采用修订后的学校体育健康教育量表以及初中生健康素养量表。结果第1次测量(T1)运动督导可以正向预测第2次测量(T2)健康素养(β=0.18)，T1健康素养也能够正向预测T2运动督导(β=0.18)(P值均 < 0.01)；T1健康教育可以正向预测T2健康素养(β=0.57，P < 0.01)，T1健康素养不能正向预测T2健康教育(β=0.03，P>0.05)；T1体育教学可以正向预测T2健康素养(β=0.39)，T1健康素养也能够正向预测T2体育教学(β=0.10)(P值均 < 0.05)。体育健康教育的3个维度对健康素养的3个维度均具有正向预测作用(P值均 < 0.05)。结论体育健康教育3个维度中，健康教育是影响初中生健康素养的主要因素，两变量之间存在纵向因果关系。运动督导、体育教学与青少年健康素养互为因果，存在双向正向影响关系。
- 体育运动 /
- 健康教育 /
- 回归分析 /
- 青少年
Abstract: Objective The cross-lagged analysis model is used to analyze the causal relationship between physical health education and adolescent health literacy, so as to provide empirical references for physical health education and adolescent health literacy improvement in China. Methods Cluster sampling method was used to select 24 classes of grade 7 students from four junior high schools in Xiangyang City, Hubei Province, Dalian City, Liaoning Province and Liaoyuan City, Jilin Province.The longitudinal follow-up design with an interval of 18 weeks was administered among 696 junior middle school students. The Revised School Physical Health Education Scale and Junior Middle School Students' Health Literacy Scale were used. Results T1 exercise supervision could significantly and positively predict T2 health literacy(β=0.18), T1 health literacy could also significantly and positively predict T2 exercise supervision(β=0.18)(P < 0.01). T1 health education could significantly and positively predict T2 health literacy(β=0.57, P < 0.01), T1 health literacy could not significantly and positively predict T2 health education(β=0.03, P>0.05). T1 physical education teaching could significantly and positively predict T2 health literacy(β=0.39), T1 health literacy could also positively and significantly predict T2 physical education teaching(β=0.10)(P < 0.05). The three dimensions of physical health education had positive predictive effect on the three dimensions of health literacy(P < 0.05). Conclusion In the process of physical health education, health education is the main factor affecting teenagers' health literacy, with a vertical causal relationship between the two variables. There is a bi-directional positive relationship between sports supervision, physical education teaching and adolescent health literacy.
- Sports /
- Health education /
- Regression analysis /
- Adolescent
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

表 1 不同时间点体育健康教育与健康素养的相关分析(r值，n=696)

Table 1. Correlation analysis between physical health education and health literacy at different times(r, n=696)

变量	健康教育T1	体育教学T1	运动督导T1	健康教育T2	体育教学T2	运动督导T2	功能性健康素养T1	互动性健康素养T1	批判性健康素养T1	功能性健康素养T2	互动性健康素养T2	批判性健康素养T2	总健康素养T1
体育教学T1	0.56^**
运动督导T1	0.40^**	0.37^**
健康教育T2	0.24^**	0.24^**	0.23^**
体育教学T2	0.27^**	0.27^**	0.29^**	0.60^**
运动督导T2	0.30^**	0.20^**	0.10^*	0.21^**	0.13^**
功能性健康素养T1	0.60^**	0.42^**	0.70^**	0.17^**	0.11^**	0.14^**
互动性健康素养T1	0.62^**	0.44^**	0.72^**	0.08^*	0.11^**	0.17^**	0.65^**
批判性健康素养T1	0.61^**	0.42^**	0.70^**	0.08^*	0.12^**	0.14^**	0.63^**	0.66^**
功能性健康素养T2	0.43^**	0.51^**	0.40^**	0.12^**	0.07^*	0.17^**	0.42^**	0.44^**	0.45^**
互动性健康素养T2	0.39^**	0.48^**	0.39^**	0.20^**	0.15^**	0.22^**	0.39^**	0.41^**	0.41^**	0.842^**
批判性健康素养T2	0.30^**	0.46^**	0.39^**	0.20^**	0.15^**	0.20^**	0.39^**	0.41^**	0.41^**	0.83^**	0.86^**
总健康素养T1	0.62^**	0.44^**	0.73^**	0.08^*	0.11^**	0.16^**	0.86^**	0.80^**	0.87^**	0.44^**	0.41^**	0.41^**
总健康素养T2	0.42^**	0.50^**	0.40^**	0.20^**	0.16^**	0.16^**	0.41^**	0.43^**	0.44^**	0.76^**	0.75^**	0.76^**	0.44^**
注：P < 0.05，*P < 0.01。

下载: 导出CSV

参考文献(18)

[1]	教育部办公厅关于印发《<体育与健康>教学改革指导纲要(试行)的通知》[EB/OL]. (2021-06-23)[2021-07-22]. http://www.moe.gov.cn/srcsite/A17/moe_938/s3273/202107/t20210721_545885.html. Notice of the General Office of the Ministry of Education on printing and distributing the guiding outline for teaching reform of physical education and health(for trial implementation)[EB/OL]. (2021-06-23)[2021-07-22]. http://www.moe.gov.cn/srcsite/A17/moe_938/s3273/202107/t20210721_545885.html. (in Chinese)
[2]	国家卫生健康委员会. 健康中国行动(2019-2030)[A]. 北京: 国家卫生健康委, 2019. National Health Commission of the PRC. Healthy China action(2019-2030)[A]. Beijing: National Health Commission of the PRC, 2019. (in Chinese)
[3]	刘锦. 体育与健康课程健康教育的局限性及有效实施构想[J]. 体育学刊, 2019, 26(6): 94-97. https://www.cnki.com.cn/Article/CJFDTOTAL-TYXK201906017.htm LIU J. Limitations of health education in the physical education and health curriculum and conceptions for its effective implementation[J]. J Phys Educ, 2019, 26(6): 94-97. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-TYXK201906017.htm
[4]	吕钶, 胡庆山. 疫情之下我国体育健康教育的省思[J]. 成都体育学院学报, 2020, 46(6): 41-47. https://www.cnki.com.cn/Article/CJFDTOTAL-SORT202006008.htm LYU K, HU Q S. Reflection on physical health education in epidemic[J]. J Chengdu Sport Univ, 2020, 46(6): 41-47. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-SORT202006008.htm
[5]	教育部. 中小学健康教育指导纲要[M]. 北京: 人民教育出版社, 2008. Ministry of Education of the PRC. Guidelines for health education in primary and secondary schools[M]. Beijing: People's Education Press, 2008. (in Chinese)
[6]	教育部. 义务教育体育与健康课程标准[M]. 北京: 人民教育出版社, 2011. Ministry of Education of the PRC. Curriculum standard of physical education and health in compulsory education[M]. Beijing: People's Education Press, 2011. (in Chinese)
[7]	郑兵, 罗炯, 张驰, 等. 学校、家庭、社区一体化促进青少年阳光体育活动长效机制的模型构建[J]. 体育学刊, 2015, 22(2): 63-71. ZHENG B, LUO J, ZHANG C, et al. The building of a long-term mechanism model for school, family and community integration to boost teenager sunshine sports activities[J]. J Phys Educ, 2015, 22(2): 63-71. (in Chinese)
[8]	王翎懿, 王宏, 程绪婷, 等. 初中生健康素养量表的编制与信效度分析[J]. 现代预防医学, 2016, 43(23): 4296-4300, 4305. WANG L Y, WANG H, CHENG X T, et al. Development of health literacy scale for middle school students and its reliability and validity analyze[J]. Mod Prev Med, 2016, 43(23): 4296-4300, 4305. (in Chinese)
[9]	周浩, 龙立荣. 共同方法偏差的统计检验与控制方法[J]. 心理科学进展, 2004, 12(6): 942-950. doi: 10.3969/j.issn.1671-3710.2004.06.018 ZHOU H, LONG L R. Statistical remedies for common method biases[J]. Adv Psychol Sci, 2004, 12(6): 942-950. (in Chinese) doi: 10.3969/j.issn.1671-3710.2004.06.018
[10]	温忠麟. 实证研究中的因果推理与分析[J]. 心理科学, 2017, 40(1): 200-208. WEN Z L. Causal inference and analysis in empirical studies[J]. J Psychol Sci, 2017, 40(1): 200-208. (in Chinese)
[11]	胡媚, 齐宇飞. 近年国内外健康教育研究现状、热点及趋势的可视化分析[J]. 中国健康教育, 2021, 37(4): 353-357. https://www.cnki.com.cn/Article/CJFDTOTAL-ZGJK202104015.htm HU M, QI Y F. Visualization analysis of current situation, hotspots and trends of health education research at home and abroad in recent years[J]. Chin J Health Educ, 2021, 37(4): 353-357. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZGJK202104015.htm
[12]	金凤, 刁华, 蒲杨, 等. 重庆市中学生健康素养水平及影响因素分析[J]. 中国学校卫生, 2021, 42(7): 977-982. doi: 10.16835/j.cnki.1000-9817.2021.07.005 JIN F, DIAO H, PU Y, et al. Prevalence and influencing factors of health literacy among junior and senior high school students in Chongqing[J]. Chin J Sch Health, 2021, 42(7): 977-982. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2021.07.005
[13]	彭林丽, 何芳, 王子扬, 等. 重庆某主城区流动初中生健康素养水平及影响因素[J]. 中国学校卫生, 2017, 38(12): 1883-1885. doi: 10.16835/j.cnki.1000-9817.2017.12.036 PENG L L, HE F, WANG Z Y, et al. The level of health literacy and intervention effect evaluation among junior middle school students in a certain area of Chongqing[J]. Chin J Sch Health, 2017, 38(12): 1883-1885. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2017.12.036
[14]	姜伟伟, 林呐, 修飞. 2017年龙口市中小学生健康素养现状及影响因素分析[J]. 预防医学论坛, 2019, 25(1): 28-30, 33. https://www.cnki.com.cn/Article/CJFDTOTAL-YXWX201901010.htm JIANG W W, LIN N, XIU F. Analysis on health literacy status and influencing factors among primary and secondary school students, Longkou City, 2017[J]. Prev Med Tribun, 2019, 25(1): 28-30, 33. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-YXWX201901010.htm
[15]	SKRE I, FRIBORG O, BREIVIK C, et al. A school intervention for mental health literacy in adolescents: effects of a non-randomized cluster controlled trial[J]. BMC Public Health, 2013, 13(1): 873-874.
[16]	冯雅男, 李金龙. 对体育课和健康教育关系的审视[J]. 体育学刊, 2015, 22(2): 86-89. FENG Y N, LI J L. Examination of the relationship between physical education classes and health education[J]. J Phys Educ, 2015, 22(2): 86-89. (in Chinese)
[17]	王海飞. 兴安盟初中生身体活动与健康素养的关联研究[D]. 呼和浩特: 内蒙古师范大学, 2014. WANG H F. Association study of physical activity and health literacy about junior middle school students of Xing'an League[D]. Hohhot: Inner Mongolia Normal University, 2014. (in Chinese)
[18]	Ontario Ministry of Education. The Ontario curriculum, grades1-8: health and physical education, 2019(revised)[EB/OL]. (2019-10-23)[2022-09-06]. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-health-and-physical-education.