快乐体育教学对大学生体育学习倦怠和身体形态及心理健康的影响

刘彤; 蒋靖柯

doi:10.16835/j.cnki.1000-9817.2024096

快乐体育教学对大学生体育学习倦怠和身体形态及心理健康的影响

doi: 10.16835/j.cnki.1000-9817.2024096

刘彤,
蒋靖柯^,

上海工商外国语职业学院，上海 201300

基金项目:

2017年度上海体育社会科学研究项目 TYSKYJ2017105

详细信息

作者简介:
刘彤(1981-)，女，浙江人，硕士，讲师，主要研究方向为体育和运动心理、体育教育以及运动训练

通讯作者:
蒋靖柯，E-mail: nicloe1573@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G806 B844.2 G478
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- 被引次数: 0
出版历程
- 收稿日期: 2023-07-21
- 修回日期: 2024-01-17
- 网络出版日期: 2024-03-29
- 刊出日期: 2024-03-25

Effects of happy physical education on physical education learning burnout, body shape and mental health of college students

LIU Tong,
JIANG Jingke^,

Shanghai Institute of Commerce and Foreign Languages, Shanghai (201300), China

摘要

摘要: 目的探讨基于建构主义的快乐体育教学对大学生体育学习倦怠、身体形态及心理健康的影响，为高校体育教学改革提供借鉴。方法 2022年9—12月，采用整群抽样方法选取上海工商外国语职业学院2022级体育羽毛球选项课2个教学班的学生为研究对象，以抽签法随机分为试验组(38名)、对照组(40名)。对照组实施常规体育教学，试验组实施基于建构主义的快乐体育教学，教学16周，每周2学时，每学时45 min。试验组教学流程为搭建框架→独立探索→协作学习→效果评价，思路为在羽毛球技术与战术训练课程中融入快乐体育，注重体育活动的趣味性，在设计体育活动时借鉴各种体育游戏的形式对两组学生并进行身体形态测试及体育学习倦怠量表、症状自评量表(SCL-90)调查并采用t检验，χ²检验和Fisher精确概率检验比较两组学生的体育学习倦怠量表评分、体质量指数(BMI)、腰臀比、体脂率、SCL-90评分。结果学期末，试验组学生的BMI[(21.58±1.59)kg/m²]、腰臀比(0.75±0.08)、体脂率[(19.77±2.50)%]均低于对照组[(22.30±1.46)kg/m²，(0.79±0.07)(21.02±2.46)%](t值分别为-2.09，-2.35，-2.23，P值均＜0.05)。试验组学生情绪低落(15.10±3.92，17.24±4.18)、行为不当(13.60±3.05，15.48±3.52)、成就感低(5.52±1.36，6.54±1.42)3个维度评分以及学习倦怠量表总分(34.22±7.55，39.26±7.86)均低于对照组(t值分别为-2.33，-2.52，-3.24，-2.89，P值均＜0.05)。试验组学生学生SCL-90量表躯体化(16.27±3.75，18.57±4.12)、人际关系敏感(14.30±4.57，16.85±4.21)、抑郁(17.02±3.89，19.36±4.28)、焦虑(12.68±3.96，15.32±3.87) 4个维度评分以及量表总分(127.87±22.54，140.54±25.83)均低于对照组(t值分别为-2.57，-2.57，-2.52，-3.00，-2.30，P值均＜0.05)。结论基于建构主义的快乐体育教学模式可减轻大学生学习倦怠，改善心理健康，优化身体形态。高校体育教学模式可进行适当改革，促进大学生身心健康发展。
- 体育运动 /
- 教学 /
- 身体测量 /
- 疲劳 /
- 精神卫生 /
- 学生
Abstract: Objective To explore the effects of happy physical education based on constructivism on physical education learning burnout, body shape and mental health of college students, so as to provide a reference for the reform of physical education teaching in universities. Methods By using cluster sampling method, students from two teaching classes of the 2022 physical badminton elective course were enrolled as the research objects at Shanghai Institute of Commerce and Foreign Languages from September to December 2022. They were randomly divided into experimental group (n=38) and control group (n=40) by drawing lots. The control group received routine physical education teaching for 16 weeks, with 2 class hours weekly and 45 minutes per class hour. While the experimental group was given happy physical education based on constructivism, with a teaching process of building a framework, independent exploration, collaborative learning, and effect evaluation. The idea was to integrate Happy Sports into badminton technology and tactical training courses, emphasizing the fun of sports activities, and drawing on various forms of sports games when designing sports activities. Two groups of students were tested for body shape, surveyed with the Physical Education Learning Burnout Scale and Symptom Check List-90 (SCL-90). The scores of Physical Education Learning Burnout Scale, body mass index (BMI), waist-to-hip ratio, body fat rate and SCL-90 were compared between the two groups by t-test, Chi-square test and Fisher's exact probability test. Results At the end of the semester, BMI [(21.58±1.59, 22.30±1.46)kg/m²], waist-to-hip ratio (0.75±0.08, 0.79±0.07) and body fat rate [(19.77±2.50)%, (21.02±2.46)%] in experimental group were lower than those in control group (t=-2.09, -2.35, -2.23, P < 0.05). The scores of depression (15.10±3.92, 17.24±4.18), improper behaviors (13.60±3.05, 15.48±3.52) and low sense of achievement (5.52±1.36, 6.54±1.42) and total score of Physical Education Learning Burnout Scale (34.22±7.55, 39.26±7.86) in experimental group were lower than those in control group (t=-2.33, -2.52, -3.24, -2.89, P < 0.05). The scores of somatization (16.27±3.75, 18.57±4.12), interpersonal sensitivity (14.30±4.57, 16.85±4.21), depression (17.02±3.89, 19.36±4.28) and anxiety (12.68±3.96, 15.32±3.87), and total scores of SCL-90 (127.87±22.54, 140.54±25.83) in experimental group were lower than those in control group (t=-2.57, -2.57, -2.52, -3.00, -2.30, P < 0.05). Conclusions The happy physical education mode based on constructivism can alleviate learning burnout, improve mental health and optimize body shape of college students. Appropriate reforms should be made to the teaching mode of physical education in universities to promote the physical and mental health development of college students.
- Sports /
- Teaching /
- Body size /
- Fatigue /
- Mental health /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 学期初末不同组别学生体育学习倦怠量表评分比较(x±s)

Table 1. Comparison of Physical Education Learning Burnout Scale scores between two groups of students at the beginning and end of semester (x±s)

时间	组别	人数	统计值	情绪低落	行为不当	成就感低	总分
学期初	试验组	38		18.64±4.55	15.38±3.62	6.67±1.48	40.69±8.73
	对照组	40		17.96±4.33	15.69±3.77	6.83±1.30	40.48±9.05
			t值	0.68	-0.37	-0.51	0.10
			P值	0.50	0.71	0.61	0.92
学期末	试验组	38		15.10±3.92^*	13.60±3.05^*	5.52±1.36^*	34.22±7.55^*
	对照组	40		17.24±4.18	15.48±3.52	6.54±1.42	39.26±7.86
			t值	-2.33	-2.52	-3.24	-2.89
			P值	0.02	0.01	＜0.01	0.01
注：与学期初比较，*P＜0.05。

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表 2 学期初末不同组别学生身体形态指标比较(x±s)

Table 2. Comparison of body forms indicators between two groups of students at the beginning and end of semester(x±s)

时间	组别	人数	统计值	BMI/(kg·m^-2)	腰臀比	体脂率/%
学期初	试验组	38		22.46±1.73	0.82±0.07	21.33±2.89
	对照组	40		22.55±1.80	0.80±0.09	21.70±2.52
			t值	-0.23	1.09	-0.60
			P值	0.82	0.28	0.55
学期末	试验组	38		21.58±1.59^*	0.75±0.08^*	19.77±2.50^*
	对照组	40		22.30±1.46	0.79±0.07	21.02±2.46
			t值	-2.09	-2.35	-2.23
			P值	0.04	0.02	0.03
注：与学期初比较，*P＜0.05。

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表 3 学期初末不同组别学生SCL-90评分比较(x±s)

Table 3. Comparison of SCL-90 scores between two groups of students at the beginning and end of semester(x±s)

时间	组别	人数	统计值	躯体化	强迫症状	人际关系敏感	抑郁	焦虑	敌对	恐怖	偏执	精神病性	附加项目	总分
学期初	试验组	38		18.92±4.66	15.03±3.62	18.02±5.33	21.53±6.06	16.18±4.47	10.13±2.57	9.36±2.74	8.12±2.33	13.86±4.13	14.38±3.59	145.53±30.18
	对照组	40		19.03±3.84	15.88±3.35	17.24±4.19	20.87±5.55	16.59±4.35	10.86±2.24	10.12±3.08	8.25±2.07	14.07±3.99	14.82±3.62	147.73±29.65
			t值	-0.11	-1.08	0.72	0.50	-0.41	-1.34	-1.15	-0.26	-0.23	-0.54	-0.33
			P值	0.91	0.29	0.47	0.62	0.68	0.18	0.25	0.80	0.82	0.59	0.75
学期末	试验组	38		16.27±3.75^*	14.86±3.45	14.30±4.57^*	17.02±3.89^*	12.68±3.96^*	10.05±2.88	9.20±2.65	7.55±1.78	12.75±3.56	13.19±3.71	127.87±22.54^*
	对照组	40		18.57±4.12	15.03±3.67	16.85±4.21	19.36±4.28	15.32±3.87	10.36±2.07	9.50±3.11	8.03±1.92	13.27±3.43	14.25±3.39	140.54±25.83
			t值	-2.57	-0.21	-2.57	-2.52	-3.00	-0.55	-0.46	-1.14	-0.66	-1.32	-2.30
			P值	0.01	0.83	0.01	0.01	＜0.01	0.59	0.65	0.26	0.51	0.19	0.02
注：与学期初比较，*P＜0.05。

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