复杂运动情境对中小学生心理健康的影响进展

夏树花; 殷世震; 彭玉林

doi:10.16835/j.cnki.1000-9817.2024306

复杂运动情境对中小学生心理健康的影响进展

doi: 10.16835/j.cnki.1000-9817.2024306

1.
河南师范大学体育学院，新乡 453007
2.
河南财经政法大学体育学院

基金项目:

2024年河南省研究生教育改革与质量提升工程项目(精品教学案例项目) YJS2024AL098

河南省教育科学规划2024年度一般课题 2024YB0052

详细信息

作者简介:
夏树花(1979-)，女，山东嘉祥人，博士，副教授，主要研究方向为体育课程与教学

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G444 G806 B845.6
计量
- 文章访问数: 146
- HTML全文浏览量: 60
- PDF下载量: 34
- 被引次数: 0
出版历程
- 收稿日期: 2024-05-06
- 修回日期: 2024-08-18
- 网络出版日期: 2024-11-02
- 刊出日期: 2024-10-25

Research progress on the impact of complex systems in sport on mental health among primary and secondary school students

1.
Physical Education Institute of Henan Normal University, Xinxiang(453007), Henan Province, China

摘要

摘要: 青少年的心理健康状况受到广泛关注，复杂运动情境对促进中小学生心理健康具有重要意义。文章通过梳理分析国内外相关研究成果，探讨复杂运动情境对中小学生心理健康问题，尤其是抑郁、焦虑、睡眠、认知及社交能力的影响，探寻复杂运动情境促进中小学生心理健康的科学依据，为教育工作者设计和实施有效的健康教育提供依据。
- 运动活动 /
- 精神卫生 /
- 健康促进 /
- 学生
Abstract: Mental health education of adolescents has received lots attention, while complex systems in sport are of great significance for promoting mental health of primary and middle school students. By comprehensively analyzing relevant findings, the paper discusses the effects of complex systems in sport on mental health problems of primary and middle school students, especially depression, anxiety, sleep, cognition, and social ability, and explores possible strategies associated with complex systems in sport to promote mental health of primary and middle school students, aiming provide data for effective sports health education among school teachers.
- Motor activity /
- Mental health /
- Health promotion /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

参考文献(68)

[1]	WHO. Mental health[EB/OL]. (2019-11-17)[2024-03-07]. https://www.who.int/zh/health-topics/mental-health.
[2]	俞国良, 何妍. 基于元分析的学生心理健康问题检出率比较及启示[J]. 中小学心理健康教育, 2023(7): 4-9. YU G L, HE Y. Comparison of detection rate of student mental health problems based on Meta-based analysis and its implications[J]. Ment Health Educ Primary Second Sch, 2023(7): 4-9. (in Chinese)
[3]	CHEN P, WANG D, SHEN H, et al. Physical activity and health in Chinese children and adolescents: expert consensus statement (2020)[J]. Br J Sports Med, 2020, 54(22): 1321-1331. doi: 10.1136/bjsports-2020-102261
[4]	MIKKELSEN K, STOJANOVSKA L, POLENAKOVIC M, et al. Exercise and mental health[J]. Maturitas, 2017, 106: 48-56. doi: 10.1016/j.maturitas.2017.09.003
[5]	CHEKROUD S R, GUEORGUIEVA R, ZHEUTLIN A B, et al. Association between physical exercise and mental health in 1.2 million individuals in the USA between 2011 and 2015: a cross-sectional study[J]. Lancet Psychiatry, 2018, 5(9): 739-746. doi: 10.1016/S2215-0366(18)30227-X
[6]	季浏. 《义务教育体育与健康课程标准(2022年版)》突出的重点与主要变化[J]. 课程·教材·教法, 2022, 42(10): 54-59. JI L. Focuses and major changes of compulsory education curriculum standards: physical education and health(2022 Edition) in China[J]. Curricul Teach Material Method, 2022, 42(10): 54-59. (in Chinese)
[7]	DOBROVOLSKYI V, SOHA S, MYKHAILENKO V. Peculiarities of the influence of sports games on the development of physical qualities of students during section classes[J]. Sci J Nation Pedagog Dragomanov Univ, 2022, 7(152): 8-10.
[8]	ZHANG T, LIU H, LU Y, et al. The nexus of sports-based development and education of mental health and physical fitness[J]. Int J Environ Res Public Health, 2023, 20(4): 3737. doi: 10.3390/ijerph20043737
[9]	RUNSWICK O R, ROCA A, WILLIAMS A M, el al. The impact of contextual information and a secondary task on anticipation performance: an interpretation using cognitive load theory[J]. Appl Cognit Psychol, 2019, 32(2): 141-149.
[10]	MURPHY C P, JACKSON R C, WILLIAMS A M. The role of contextual information during skilled anticipation[J]. Q J Exp Psychol, 2018, 71(10): 2070-2087. doi: 10.1177/1747021817739201
[11]	RUNSWICK O R, ROCA A, WILLIAMS A M, et al. Why do bad balls get wickets? The role of congruent and incongruent information in anticipation[J]. J Sports Sci, 2019, 37(5): 537-543. doi: 10.1080/02640414.2018.1514165
[12]	邹雪芳, 刘霞, 陈海涛. 运动情境与具身: 生成的具身认知对choking传统理论的挑战[J]. 沈阳体育学院学报, 2018, 37(1): 86-91. ZOU X F, LIU X, CHEN H T. Sport situation and embodiment: enactive and embodied cognition challenge to classic cognition of choking[J]. J Shenyang Sport Univ, 2018, 37(1): 86-91. (in Chinese)
[13]	SENDURAN F, AMMAN T. Problem-solving skills of high school students exercising regularly in sport teams[J]. Phys Cult Sport Stud Res, 2015, 67(1): 42-52. doi: 10.1515/pcssr-2015-0021
[14]	PETIOT G H, DA SILVA D C, BEZERRA L O. Exploring key competencies sought to potentialize tactical behavior in soccer players[J]. Brazil J Mot Behav, 2020, 14(5): 157-166. doi: 10.20338/bjmb.v14i5.199
[15]	LEONARDI T J, MARTINS M C S, GONCALVES C E D B, et al. Changes in tactical performance and self-efficacy on young female basketball players[J]. Rev Br De Cineantrop E Desemp Hum, 2019, 21(4): e60180.
[16]	ANSTISS P A, MEIJEN C, MARCORA S M. The sources of self-efficacy in experienced and competitive endurance athletes[J]. Int J Sport Exerc Psychol, 2020, 18(5): 622-638. doi: 10.1080/1612197X.2018.1549584
[17]	HUGHES M, FRANKS M I, DANCS H. Essentials of performance analysis in sport[M]. 3rd ed. Oxfordshire: Taylor and Francis, 2019: 172-183.
[18]	YEATTS P E, DAVIS R, OH J, et al. The impact of game outcome on affect of military wheelchair basketball players[J]. Adapt Phys Activ Q, 2019, 36(3): 378-387. doi: 10.1123/apaq.2018-0164
[19]	JONES M V, SHEFFIELD D. The impact of game outcome on the well-being of athletes[J]. Int J Sport Exer Psychol, 2007, 5(1): 54-65. doi: 10.1080/1612197X.2008.9671812
[20]	HUNT M Q, NOVAK C E, MADRIGAL L A, et al. Strategies for developing mental toughness in high school athletes[J]. Strategies, 2020, 33(1): 14-19. doi: 10.1080/08924562.2019.1680330
[21]	POCIUS E, MALINAUSKAS R. Development of mental toughness among basketball sports school students[J]. Behav Sci, 2024, 14(4): 314. doi: 10.3390/bs14040314
[22]	胡小清, 唐炎. 《澳大利亚体育素养标准》的框架体系、特征与启示[J]. 上海体育学院学报, 2020, 44(7): 50-58, 68. HU X Q, TANG Y. Framework, interpretation and enlightenment of Australian Physical Literacy Standard[J]. J Shanghai Univer Sport, 2020, 44(7): 50-58, 68. (in Chinese)
[23]	LI J, SHAO W. Influence of sports activities on prosocial behavior of children and adolescents: a systematic literature review[J]. Int J Environ Res Public Health, 2022, 19(11): 6484. doi: 10.3390/ijerph19116484
[24]	HOVDAL D O G, HAUGEN T, LARSEN I B, et al. Students' experiences and learning of social inclusion in team activities in physical education[J]. Eur Phys Educ Rev, 2021, 27(4): 889-907. doi: 10.1177/1356336X211002855
[25]	HELLISON D. Teaching personal and social responsibility through physical activity[M]. 3 ed. Champarign, IL: Human Kinetics, 2011.
[26]	MASSELINK M, VAN ROEKEL E, OLDEHINKEL A J. Self-esteem in early adolescence as predictor of depressive symptoms in late adolescence and early adulthood: the mediating role of motivational and social factors[J]. J Youth Adolesc, 2018, 47(5): 932-946. doi: 10.1007/s10964-017-0727-z
[27]	ESSAU C A, TORRE-LUQUE A, LEWINSOHN P M, et al. Patterns, predictors, and outcome of the trajectories of depressive symptoms from adolescence to adulthood[J]. Depress Anxiety, 2020, 37(6): 565-575. doi: 10.1002/da.23034
[28]	俞国良. 中国学生心理健康问题的检出率及其教育启示[J]. 清华大学教育研究, 2022, 43(4): 20-32. YU G L. Chinese students' mental health problems: the detection rate and educational implications[J]. Tsinghua J Educ, 2022, 43(4): 20-32. (in Chinese)
[29]	傅小兰, 张侃, 陈雪峰, 等. 中国国民心理健康发展报告(2021~2022)[M]. 北京: 社会科学文献出版社, 2023: 30. FU X L, ZHANG K, CHEN X F, et al. Report on national mental health development in China(2021-2022)[M]. Beijing: Social Sciences Academic Press, 2023: 30. (in Chinese)
[30]	SZUHANY K L, OTTO M W. Assessing BDNF as a mediator of the effects of exercise on depression[J]. J Psychiatr Res, 2020, 123: 114-118. doi: 10.1016/j.jpsychires.2020.02.003
[31]	SCHUCH F B, VANCAMPFORT D, RICHARDS J, et al. Exercise as a treatment for depression: a Meta-analysis adjusting for publication bias[J]. J Psychiatr Res, 2016, 77: 42-51. doi: 10.1016/j.jpsychires.2016.02.023
[32]	HARVEY S B, ØVERLAND S, HATCH S L, et al. Exercise and the prevention of depression: results of the HUNT cohort study[J]. Am J Psychiatry, 2018, 175(1): 28-36. doi: 10.1176/appi.ajp.2017.16111223
[33]	SAK D, DAYI T, GÜNAY E, et al. Moderate intensity aerobic exercise effects on the quality of life and general health[J]. Turk J Sports Med, 2021, 56(4): 192-197. doi: 10.47447/tjsm.0576
[34]	王富百慧, 王元超, 谭芷晔. 同伴支持行为对青少年身体活动的影响研究[J]. 中国体育科技, 2018, 54(5): 18-24. WANG F B H, WANG Y C, TAN Z Y. The influence of partner support behavior on adolescents' physical activity[J]. China Sport Sci Technol, 2018, 54(5): 18-24. (in Chinese)
[35]	RECCHIA F, BERNAL J D K, FONG D Y, et al. Physical activity interventions to alleviate depressive symptoms in children and adolescents: a systematic review and Meta-analysis[J]. JAMA Pediatr, 2023, 177(2): 132.
[36]	DESE D C, HUWAE A, NUGRAHA P A P. Effect of physical activity based on traditional games on the psychological well-being of elementary school children[J]. Jurnal Maenpo: Jurnal Pendidikan Jasmani Kesehatan Dan Rekreasi, 2023, 13(1): 36.
[37]	GIANFREDI V, BLANDI L, CACITTI S, et al. Depression and objectively measured physical activity: a systematic review and Meta-analysis[J]. Int J Environ Res Public Health, 2020, 17(10): 3738.
[38]	RAMIRES V V, DOS SANTOS P C, BARBOSA FILHO V C, et al. Physical education for health among school-aged children and adolescents: a scoping review of reviews[J]. J Phys Activ Health, 2023, 20(7): 586-599.
[39]	SIVASUBRAMANIAN N, MAHALAKSHMI B, GARG S, et al. Effect of outdoor games among school children in Northern Gujarat, India[J]. Bioinformation, 2022, 18(9): 791-794.
[40]	LI F, CUI Y, LI Y, et al. Prevalence of mental disorders in school children and adolescents in China: diagnostic data from detailed clinical assessments of 17 524 individuals[J]. J Child Psychol Psychiatry, 2022, 63(1): 34-46.
[41]	KANDOLA A, STUBBS B. Exercise and anxiety[J]. Adv Exp Med Biol, 2020, 1228: 345-352.
[42]	BROMA-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.
[43]	WOODLEE M T, SCHALLERT T. The impact of motor activity and inactivity on the brain: implications for the prevention and treatment of nervous-system disorders[J]. Curr Dir Psychol Sci, 2006, 15(4): 203-206.
[44]	QUINZI F, MODICA M, BERCHICCI M, et al. Does sport type matter? The effect of sport discipline on cognitive control strategies in preadolescents[J]. Inter J Psychophysiol, 2022, 177: 230-239.
[45]	ANDO S, FUJIMOTO T, SUDO M, et al. The neuromodulatory role of dopamine in improved reaction time by acute cardiovascular exercise[J]. J Physiol, 2024, 602(3): 461-484.
[46]	MOUSSET E S P, LANE J, THERRIAULT D, et al. Association between self-efficacy and anxiety symptoms in adolescents: secondary analysis of a preventive program[J]. Soc Emot Learn: Res Pract Policy, 2024, 3: 100040.
[47]	VAN ZALK N, VAN ZALK M. The importance of perceived care and connectedness with friends and parents for adolescent social anxiety[J]. J Pers, 2015, 83(3): 346-360.
[48]	中华人民共和国教育部办公厅关于进一步加强中小学生睡眠管理工作的通知[EB/OL]. (2021-03-31)[2024-08-17]. http://www.moe.gov.cn/srcsite/A06/s3321/202104/t20210401_523901.html. Notice of the General Office of the Ministry of Education of the PRC on further strengthening the sleep management of primary and secondary school students[EB/OL]. (2021-03-31)[2024-08-17]. https://www.gov.cn/zhengce/zhengceku/2021-04/02/content_5597443.htm. (in Chinese)
[49]	BEN SIMON E, VALLAT R, BARNES C M, et al. Sleep loss and the socio-emotional brain[J]. Trends Cogn Sci, 2020, 24(6): 435-450.
[50]	GIRI B, KINSKY N, KAYA U, et al. Sleep loss diminishes hippocampal reactivation and replay[J]. Nature, 2024, 630(8018): 935-942.
[51]	ATOUI S, CHEVANCE G, ROMAIN A J, et al. Daily associations between sleep and physical activity: a systematic review and Meta-analysis[J]. Sleep Med Rev, 2021, 57: 101426.
[52]	CALDWELL K, HARRISON M, ADAMS M, et al. Developing mindfulness in college students through movement-based courses: effects on self-regulatory self-efficacy, mood, stress, and sleep quality[J]. J Am Coll Health, 2010, 58(5): 433-442.
[53]	WANG F, BOROS S. The effect of physical activity on sleep quality: a systematic review[J]. Eur J Physiother, 2021, 23(1): 11-18.
[54]	GORDON B R, O'SULLIVAN D, MCDOWELL C, et al. The effects of resistance exercise training on sleep quality among young adults[J]. Med Sci Sports Exerc, 2022, 54(9S): 319-320.
[55]	LI Y X. Intervention relationship in sleep in fitness yoga[J]. Int J Phys Activ Health, 2023, 2(1): 9.
[56]	HUANG G, XIE Y, XU H. Cognitive ability: social correlates and consequences in contemporary China[J]. Chin Sociol Rev, 2015, 47(4): 287-313.
[57]	PEDERSEN B K. Physical activity and muscle-brain crosstalk[J]. Nat Rev Endocrinol, 2019, 15(7): 383-392.
[58]	CARLOMAGNO N, DI TORE P A, SIBILIO M. Motor activities teaching and complexity: a reversal of the classical description of the mechanisms of perception and action[J]. J E-Learn Knowl Soc, 2013, 9(3): 55-66.
[59]	DUNCAN G J, MAGNUSON K. Socioeconomic status and cognitive functioning: moving from correlation to causation[J]. Wiley Interdiscip Rev Cogn Sci, 2012, 3(3): 377-386.
[60]	SCHMIDT R A, LEE T D. Motor control and learning: a behavioral emphasis[M]. 5th ed. Champaign, IL: Human Kinetics, 2011: 57-58.
[61]	MATCZAK D, WIECZOREK M. Assessing the effectiveness of learning a complex motor activity in children aged 9-10 years[J]. J Educ Health Sport, 2022, 12(6): 158-169.
[62]	GRECO G, POLI L, CARVUTTO R, et al. Effects of a complex physical activity program on children's arithmetic problem solving and arithmetic reasoning abilities[J]. Eur J Investig Health Psychol Educ, 2023, 13(1): 141-150.
[63]	BUDDE H, VOELCKER-REHAGE C, PIETRAβYK-KENDZIORRA S, et al. Acute coordinative exercise improves attentional performance in adolescents[J]. Neurosci Lett, 2008, 441(2): 219-223.
[64]	TOMPOROWSKI P D, MCCULLICK B, PENDLETON D M, et al. Exercise and children's cognition: the role of exercise characteristics and a place for metacognition[J]. J Sport Health Sci, 2015, 4(1): 47-55.
[65]	RICE L M, WALL C A, FOGEL A, et al. Computer-assisted face processing instruction improves emotion recognition, mentalizing, and social skills in students with ASD[J]. J Autism Dev Dis, 2015, 45(7): 2176-2186.
[66]	KANDALAFT M R, DIDEHBANI N, KRAWCZYK D C, et al. Virtual reality social cognition training for young adults with high-functioning autism[J]. J Autism Dev Dis, 2013, 43(1): 34-44.
[67]	叶松东, 贾晨. 核心素养视域下体育非线性教学的理论释义、价值探求与实践探索[J]. 体育学刊, 2023, 30(5): 111-118. YE S D, JIA C. Theoretical interpretation, value exploration, and practical implications of nonlinear teaching in physical education under the perspective of core literacy[J]. J Phys Educ, 2023, 30(5): 111-118. (in Chinese)
[68]	MERRELL K W, GIMPEL G. Social skills of children and adolescents[M]. New York: Psychology Press, 2014: 182-195.