Correlation between 24-hour time allocation patterns and physical fitness of Mongolian junior school students
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摘要:
目的 判别蒙古族初中生24 h时间分配模式，明确其对初中生体质健康水平的影响性质及程度，为优化和完善青少年学生活动时间的科学分配提供参考依据。 方法 于2022年10月通过分层随机整群抽样方法，选取内蒙古自治区兴安盟4所学校13~15岁1 389名蒙古族初中生作为调查对象。2022年10月21—22日，采用2017年《〈中国时间利用调查(CTUS)〉时间日志》问卷采集24 h时间利用情况；利用调查对象2022年9—11月《国家学生体质健康标准》测试数据评价体质健康水平。通过潜在剖面分析方法判别学生时间分配模式，通过多重回归分析明确时间分配模式与体质健康水平间的关联性。 结果 蒙古族初中生时间分配模式可判别为学习型、屏幕型、多样型和运动型4种，其占比分别为24.7%，18.3%，9.9%和47.1%。各性别和年龄段初中生体质健康总分均显示为，运动型模式>多样型模式>学习型模式>屏幕型模式(F=72.25~154.94，P值均 < 0.01)。多重线性回归分析结果显示，性别、年龄、时间分配模式对体质健康总分影响均有统计学意义(P值均 < 0.05)；学习型、多样型和运动型模式学生的体质健康总分均高于屏幕型(β值分别为5.63，12.86，18.03)；运动型模式对体质健康总分的影响最显著，其次为多样型和学习型模式(B值分别为0.72，0.31，0.19)。 结论 蒙古族初中生时间分配模式与体质健康水平存在关联性，运动型和多样型模式学生的体质健康水平较好；学习型和屏幕型模式的体质健康水平较差。建议科学安排学生时间分配，增加身体活动时间，减少久坐等对健康不利的活动时间，促进学生体质的健康发展。 Abstract:Objective To identify the 24-hour time allocation patterns of Mongolian junior school students, and to clarify the nature and degree of the influence of the time allocation patterns on the physical fitness of junior school students, so as to provide reference for optimizing and improving the scientific allocation of activity time of young students. Methods In October 2022, 1 389 Mongolian junior school students aged 13-15 from four schools in Xing'an League of Inner Mongolia Autonomous Region were selected with stratified cluster sampling method. The 24-hour time utilization of students were collected by using the questionnaire of "China Time Utilization Survey (CTUS) Time Log in 2017" from October 21 to 22, 2022, and physical fitness was evaluated by using the test data of the National Student Physical Health Standard from September to November 2022. Students' time allocation patterns were determined by Latent Profile Analysis with Mplus software, and the correlation between the time allocation patterns and the physical fitness was analyzed by multiple linear regression. Results The time allocation patterns of Mongolian junior school students could be classified into four types: learning type, screen type, diversity type, and sports type, and the population distribution were 24.7%, 18.3%, 9.9% and 47.1%, respectively. Among all gender and age groups, the sports type received highest total score physical fitness, followed by diversified type, learning type, and screen type (F=72.25-154.94, P < 0.01). The results of multiple regression analysis showed that gender, age, and time allocation patterns were significantly related to the total score of physical fitness (P < 0.05). The total score of physical fitness in learning type, diversity type and sports type groups were all higher than that of screen type (β=5.63, 12.86, 18.03, P < 0.05). Moreover, the sports type showed highest effects on the total score of physical fitness, followed by the diversity type and learning type (B=0.72, 0.31, 0.19, P < 0.05). Conclusions There is a significant correlation between time allocation patterns and physical fitness of Mongolian junior school students, and those in sports type and diversity type of time allocation achieve better physical fitness, while those in learning type and screen type of time allocation shows relatively poorer physical fitness.In order to promote students' physical fitness and healthy development, it is suggested to scientifically arrange students' time allocation, increase physical activity time, and reduce sedentary activities that are detrimental to health. -
Key words:
- Time /
- Body constitution /
- Regression analysis /
- Students /
- Minority groups
1) 利益冲突声明 所有作者声明无利益冲突。 -
图 1 蒙古族初中生24 h的8个活动项目在4种时间分配模式类别的条件均值
Figure 1. Conditional mean of 8 activity items in 4 time allocation patterns in 24 hours of Mongolian junior school students
表 1 蒙古族初中男女生身高、体重、BMI年龄间比较(x±s)
Table 1. Age comparison of height, weight and BMI between boys and girls of Mongolian junior school(x±s)
性别 年龄/岁 统计值 人数 身高/cm 体重/kg BMI/
(kg·m-2)男生 13 200 160.28±7.73 55.40±14.70 21.49±5.40 14 288 166.32±6.51 59.09±11.85 21.33±3.95 15 217 168.11±5.11 70.31±11.74 24.90±4.35 F值 83.19 80.52 45.16 P值 < 0.01 < 0.01 < 0.01 女生 13 234 161.31±6.27 53.86±10.80 20.72±4.04 14 267 162.49±5.84 57.26±10.42 21.70±3.85 15 183 164.47±6.13 66.00±11.97 24.40±4.16 F值 14.04 65.29 45.48 P值 < 0.01 < 0.01 < 0.01 
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表 2 蒙古族初中生24 h各项活动时间潜在剖面模型拟合指标(n=1 389)
Table 2. Potential profile model fit index for each activity time in 24 h of Mongolian junior school students(n=1 389)
模型 AIC值 BIC值 aBIC值 Entropy值 PLMR值 PLRT值 类别比例/% Ⅰ 115 945.0 116 029.6 115 978.7 - - - 1 Ⅱ 115 256.6 115 387.5 115 308.1 0.945 < 0.01 < 0.01 9.5/90.5 Ⅲ 114 850.0 115 028.0 114 920.0 0.714 0.03 < 0.01 33.3/10.0/56.7 Ⅳ 114 493.1 114 718.3 114 581.7 0.758 < 0.01 < 0.01 24.7/18.3/9.9/47.1 Ⅴ 114 277.9 114 550.2 114 385.0 0.798 0.31 < 0.01 10.0/18.1/23.0/0.4/48.5 Ⅵ 113 874.4 114 193.9 114 000.1 0.832 0.40 < 0.01 16.3/5.6/18.4/0.3/42.8/16.6
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表 3 初中生4种时间分配模式间体质健康总分比较(x±s)
Table 3. Comparison of overall physical fitness scores among junior school students in 4 time allocation patterns(x±s)
时间分配模式 人数 性别 年龄/岁 男 女 13 14 15 学习型 343 65.12±10.73 68.19±10.39 68.13±9.73 66.95±11.11 65.71±10.55 屏幕型 254 61.87±12.97 60.69±10.95 61.56±12.61 61.35±12.14 60.81±11.22 多样型 138 72.57±9.46 75.64±10.04 75.61±9.12 71.89±11.77 74.38±8.50 运动型 654 78.03±9.45 80.76±8.48 79.57±9.36 79.41±9.36 78.34±8.29 F值 99.43 154.94 62.30 89.14 72.25 注：P值均 < 0.01。
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表 4 初中生体质健康总分相关因素的多重线性回归分析(n=1 389)
Table 4. Multiple linear regression analysis of factors influencing overall physical fitness scores of junior high school students(n=1 389)
常数与自变量 β值(95%CI) B值 t值 P值 常数 72.59(62.83~82.34) 14.60 < 0.01 年龄 -0.74(-1.43~-0.06) -0.05 -2.12 0.03 性别 -2.04(-3.11~0.97) -0.08 -3.74 < 0.01 时间分配模式 学习型 5.63(3.99~7.26) 0.19 6.75 < 0.01 多样型 12.86(10.76~14.96) 0.31 12.01 < 0.01 运动型 18.03(16.54~19.52) 0.72 23.72 < 0.01
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