智慧体育作业对男大学生体质健康的影响

杜玉彬; 王先茂; 周伟峰; 唐炼; 江静; 高红云

doi:10.16835/j.cnki.1000-9817.2024188

智慧体育作业对男大学生体质健康的影响

doi: 10.16835/j.cnki.1000-9817.2024188

1.
湖南工程学院体育科学与工程学院，湘潭 411104
2.
湖北民族大学体育学院

基金项目:

国家社会科学基金项目 22XTY002

国家民委高等教育教学改革研究项目 23258

详细信息

作者简介:
杜玉彬(1995-)，男，湖南龙山人，硕士，讲师，主要研究方向为青少年健康促进

通讯作者:
王先茂，E-mail：wxm__0214@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 G478 Q983
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- 被引次数: 0
出版历程
- 收稿日期: 2024-03-14
- 修回日期: 2024-04-17
- 刊出日期: 2024-06-25

Impact of smart physical education assignment on physical health of male college students

1.
College of Sports Science and Engineering, Hunan Institute of Engineering, Xiangtan(411004), Hunan Province, China

摘要

摘要: 目的探究智慧体育作业对男大学生体质健康的影响，为提高男大学生体质健康水平和实施智慧体育作业提供理论支持与实践参考。方法 2023年9月至2024年1月，采用方便抽样方法选取湖南工程学院大二年级6个跆拳道男生限选班的317名学生为研究对象，随机分为干预组(157名)和对照组(160名)。干预组除按照公共课教学大纲实施教学外，每周通过智慧化手段布置体育作业2次，每次25~35 min，干预时长为15周；对照组按照公共课教学大纲正常实施教学。分别在干预前后对两组体质健康各项指标进行测试，通过t检验和Mann-Whitney U检验比较干预前后两组同学体质健康各项指标差异。结果干预后，干预组学生肺活量、50 m跑、坐位体前屈、1 000 m跑与引体向上成绩均较干预前提高，分别由(3 918.27±737.34)mL, 7.88(7.53, 8.45)s, 9.80(2.70，15.75)cm, 4.30(4.12, 4.50)min和3.00(0.00, 7.50)次提高至(4 574.19±800.61)mL, 7.65(7.37, 8.12)s, 17.20(11.80，21.55)cm, 4.13(3.58, 4.31)min和5.00(1.00, 10.00)次(t/Z值分别为-7.60，2.61，-8.39，5.62，-2.72，P值均 < 0.05)。干预前，干预组与对照组体质健康各项指标差异均无统计学意义(P值均>0.05)。干预后，干预组学生肺活量、50 m跑、坐位体前屈、1 000 m跑与引体向上成绩均优于对照组[(4 310.97±808.90)mL, 7.75(7.40, 8.30)s, 14.10(8.42，17.87)cm, 4.29(4.08, 4.45)min和4.00(1.00, 7.00)次](t/Z值分别为2.91, -4.55, -4.75, -4.51, 2.58, P值均 < 0.05)。结论每周2次25~35 min智慧体育作业能够有效提高男大学生体质健康水平。建议在保证公共体育课程运动量与运动强度的同时，布置适量智慧体育作业以提高大学生体质健康水平。
- 身体锻炼 /
- 体质 /
- 生长和发育 /
- 干预性研究 /
- 学生
Abstract: Objective To explore the impact of smart physical education assignment on physical health of male university students, so as to provide theoretical support and practical references for physical health improvement of male university students and implementing smart sports assignments. Methods From September 2023 to January 2024, 317 sophomore male students from six Taekwondo elective classes at Hunan Institute of Engineering were selected and were randomly divided into an intervention group (n=157) and a control group (n=160). The intervention group was given sports assignments twice a week through smart means with an intervention duration of 15 weeks, each time for 25-35 minutes, in addition to the teaching according to the public course syllabus, while the control group was taught according to the public course syllabus. The physical and health indicators of both groups were tested before and after intervention, then the differences in various physical health indicators between two groups of students before and after intervention were compared through t-test and Mann-Whitney U test. Results After the intervention, the vital capacity, 50 m run, sit-and-reach, 1 000 m run, and pull-up scores of the intervention group significantly improved compared to those before intervention. The scores improved from (3 918.27±737.34)mL, 7.88(7.53, 8.45)s, 9.80(2.70, 15.75) cm, 4.30(4.12, 4.50) min and 3.00(0.00, 7.50) times to (4 574.19±800.61) mL, 7.65(7.37, 8.12)s, 17.20(11.80, 21.55)cm, 4.13(3.58, 4.31)min and 5.00(1.00, 10.00) times, respectively (t/Z=-7.60, 2.61, -8.39, 5.62, -2.72, P < 0.05). Before intervention, there was no statistically significant difference in physical health indicators between the intervention group and the control group (P>0.05).After intervention, the scores of the intervention group on the vital capacity, 50 m run, sit-and-reach, 1 000 m run and pull-up, were significantly higher than those of the control group [(4 310.97±808.90)mL, 7.75(7.40, 8.30)s, 14.10(8.42, 17.87)cm, 4.29(4.08, 4.45)min and 4.00(1.00, 7.00) times] (t/Z=2.91, -4.55, -4.75, -4.15, 2.58, P < 0.05). Conclusions Having 25-35 min smart physical education assignment twice a week can effectively improve physical health level of male college students. It is recommended to assign appropriate amount of smart sports homework to improve physical health level of college students, while ensuring the amount and intensity of physical activity in public physical education courses.
- Exercise movement techniques /
- Body constitution /
- Growth and development /
- Intervention studies /
- Students
注释:

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表 1 智慧体育作业核心环节内容计划

Table 1. Content plan for core links of smart physical homework

周次	作业内容	周次	作业内容
1	实施前测	10	侧抬腿卷腹、V字举腿、俯卧撑、勇敢牛牛、双人俄罗斯方块
2	敏捷跨栏、顺序摸球、跑步400 m	11	高抬腿、仰卧举腿、跑步1 000 m、节奏拳击
3	开合跳、高抬腿击掌、吃豆人、水果快打、双人切水果	12	小碎步激活、穿越幻境、连续冲拳、跑步1 000 m
4	小碎步激活、激光躲避、摩天楼、动态弓步激活	13	高抬腿、仰卧起坐、俯卧撑、俯地登山跑、吃豆人、摩天楼
5	高抬腿、快速踢腿、波比、姿势大闯关、V字深蹲	14	高抬腿、快速踢腿、仰卧起坐、波比、V字深蹲
6	俯身登山跑、仰卧举腿、大鱼吃小鱼、连续冲拳、快速闪避	15	俯身登山跑、俯卧撑、大鱼吃小鱼、连续冲拳、快速闪避
7	开合跳、波比、仰卧起坐、吃豆人、跑步400 m	16	跳绳2 min、小碎步激活、俯卧撑、激光躲避、摩天楼、
8	摩天楼、屈臂伸、跆拳道技术实录、深蹲跳、跑步800 m	17	实施后测
9	侧滑摸桩、俯卧撑、俄罗斯方块、吃豆人、开合跳50个
注： “跆拳道技术实录”由授课教师录制，上传“体智云”后可跟随练习，该平台将采用人体姿态识别进行评估。

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表 2 干预前后两组男大学生体质健康状况指标比较[M(P₂₅, P₇₅)]

Table 2. Inter-group comparison of physical health status before and after intervention[M(P₂₅, P₇₅)]

干预前后	组别	人数	统计值	身高/cm^*	体重/kg	肺活量/mL^*	50 m跑/s
干预前	干预组	157		170.37±6.25	65.80(58.50, 75.10)	3 918.27±737.34	7.88(7.53, 8.45)
	对照组	160		170.22±6.12	67.40(59.80, 80.40)	3 959.71±722.41	7.80(7.40, 8.45)
			t/Z值	0.22	-1.28	-0.51	0.82
			P值	0.83	0.20	0.61	0.41
			d/r值	0.02	0.18	0.05	0.08
干预后	干预组	157		170.41±5.90	66.10(59.20, 74.10)	4 574.19±800.61	7.65(7.37, 8.12)
	对照组	160		170.23±6.12	65.50(59.05, 76.07)	4 310.97±808.90	7.75(7.40, 8.30)
			t/Z值	0.41	0.07	2.91	-4.55
			P值	0.67	0.47	< 0.01	< 0.01
			d/r值	0.04	0.00	0.32	0.26

干预前后	组别	人数	统计值	立定跳远/cm	坐位体前屈/cm	1 000 m跑/min	引体向上/次
干预前	干预组	157		205.00(189.50，223.50)	9.80(2.70，15.75)	4.30(4.12, 4.50)	3.00(0.00, 7.50)
	对照组	160		204.00(189.00，221.00)	10.15(2.52，15.05)	4.32(4.13, 4.54)	3.00(0.00, 7.00)
			t/Z值	0.17	-0.17	-0.96	2.14
			P值	0.86	0.86	0.75	0.33
			d/r值	0.00	0.01	0.05	0.11
干预后	干预组	157		211.00(193.50，227.00)	17.20(11.80，21.55)	4.13(3.58, 4.31)	5.00(1.00, 10.00)
	对照组	160		206.00(194.00，223.00)	14.10(8.42，17.87)	4.29(4.08, 4.45)	4.00(1.00, 7.00)
			t/Z值	1.66	4.20	-4.51	2.58
			P值	0.09	< 0.01	< 0.01	0.01
			d/r值	0.09	0.27	0.25	0.15
注： *数据符合正态分布，用(x±s)描述。

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