园艺活动联合花样跳绳对四年级小学生健康行为的干预效果

张浩; 陈艺; 齐宇飞

doi:10.16835/j.cnki.1000-9817.2025106

园艺活动联合花样跳绳对四年级小学生健康行为的干预效果

doi: 10.16835/j.cnki.1000-9817.2025106

张浩¹,
陈艺²,
齐宇飞^1, ,

1.
中南大学体育教研部，湖南长沙 410083
2.
浙江师范大学体育与健康科学学院

基金项目:

国家社会科学基金青年项目 23CTY007

详细信息

作者简介:
张浩(2001-)，男，湖南岳阳人，在读硕士，主要研究方向为体育教育训练学

通讯作者:
齐宇飞，E-mail: yufeiqi@csu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G806 G479
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- 被引次数: 0
出版历程
- 收稿日期: 2025-02-21
- 修回日期: 2025-03-17
- 网络出版日期: 2025-05-08
- 刊出日期: 2025-04-25

Intervention effect of school-based horticultural activities combined with fancy rope skipping on the health behaviour of fourth-grade primary school students

ZHANG Hao*¹,
CHEN Yi²,
QI Yufei^{1
, ,}

1.
^*The Sports Department, Central South University, Changsha (410083), Hunan Province, China

摘要

摘要: 目的探讨校本园艺活动联合花样跳绳对四年级小学生健康行为的干预效果，为儿童健康促进提供参考。方法采用多阶段整群随机抽样方法，于2023年3月选取长沙市某小学四年级85名小学生，随机分为干预组(43名)和对照组(42名)。干预组实施12周“校本园艺联合花样跳绳”综合干预，每周1次，90min/次，含常规实践(第1~5，7~11周；内容为蔬果植物管理、花样跳绳练习理论知识学习等)与亲子活动(第6，12周；蔬果沙拉制作、花样跳绳同步竞赛等)，对照组维持常规课程。通过加速度计监测四年级小学生中高强度体力活动(MVPA)及睡眠时间，结合问卷评估果蔬摄入和视屏行为，采用广义估计方程分析数据。结果干预后，两组上学日MVPA时间(Wald χ²_{组别×时间}值=8.27)、蔬菜摄入量(Wald χ²_{组别×时间}值=4.35)和视屏时间(Wald χ²_{组别×时间}值=13.27)均存在交互效应(P值均 < 0.01)。干预后，干预组上学日每日MVPA时间从30.00(20.00，60.00)min增长至40.00(30.00，60.00)min；每日蔬菜摄入量从99.85(33.95，229.48)g升至190.15(131.05，279.48)g；视屏时间从每日225.00(110.00，313.75)min降至60.00(30.00，142.50)min(Z值分别为-4.51，-2.00，-3.84，P值均 < 0.05)。两组周末每日MVPA时间、水果摄入量及睡眠时间干预前后差异均无统计学意义(Z值分别为-1.35，-0.85，-0.24，P值均>0.05)。结论校本园艺活动联合花样跳绳综合干预可显著改善四年级小学生上学日的体力活动、蔬菜摄入及视屏行为，为多维健康促进提供依据。
- 园艺 /
- 运动活动 /
- 行为 /
- 干预性研究 /
- 健康促进 /
- 学生
Abstract: Objective To explore the intervention effect of school-based horticultural activities combined with fancy rope skipping on the health behaviour of fourth-grade primary school students, so as to provide a reference method for children's health promotion. Methods Eighty-five primary school students in grade 4 of a primary school in Changsha City were selected in March 2023 by using multi-stage cluster random sampling method and randomly divided into an intervention group (43 students) and a control group (42 students). The intervention group implemented a 12-week comprehensive intervention of "school-based gardening combined with pattern skipping, once a week 90 min/time including routine practice (weeks 1-5, 7-11; the contents were vegetable and plant management, theoretical knowledge learning of pattern skipping practice, etc.) and parent-child activities (weeks 6 and 12; vegetable salad making, synchronized jumping rope competition, etc.), and the control group maintained the regular curriculum. Moderate to vigorous physical activity (MVPA) and sleep duration were monitored by accelerometers in grade 4 primary school students, combined with questionnaires to assess fruit and vegetable intake and video screen behaviour, and generalised estimating equations were used to analyse the data. Results After the intervention, there were interaction effect for school day MVPA time (Wald χ²_group×time=8.27), vegetable intake (Wald χ²_group×time=4.35), and video screen time (Wald χ²_group×time=13.27) in both groups (P < 0.01). After the intervention, the MVPA time in the intervention group increased from 30.00 (20.00, 60.00) min to 40.00 (30.00, 60.00) min from school day; vegetable intake increased from 99.85 (33.95, 229.48) g to 190.15 (131.05, 279.48) g; and video screen time increased from 225.00 (110.00, 313.75) min to 60.00 (30.00, 142.50) min (Z=-4.51, -2.00, -3.84, P < 0.05). However, there were no statistical differences in MVPA time, fruit intake and sleep time before and after intervention in the intervention group on weekends (Z=-1.35, -0.85, -0.24, P>0.05). Conclusion School-based horticultural activities combined with an integrated intervention of fancy rope skipping can significantly improve physical activity, vegetable intake and video screen behaviours on weekdays in grade 4 primary school children, in order to provide a basis for multidimensional health promotion.
- Gardening /
- Motor activity /
- Behavior /
- Intervention studies /
- Health promotion /
- Students
注释:

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表 1 校本园艺活动联合花样跳绳干预方案

Table 1. Intervention programme for combining school-based gardening activity and fancy rope skipping

干预类型	干预组成	目标人群	内容、频次与时长
校本园艺活动	园艺实践活动	四年级小学生	种植6种蔬果，第1~5，7~11周(每次35 min)
	园艺亲子互动活动	四年级小学生及看护人	蔬果沙拉制作，第6，12周(每次45 min)
	营养理论课程	四年级小学生	蔬果相关理论知识，第1~5，7~11周(每次10 min)
校本花样跳绳活动	花样跳绳实践活动	四年级小学生	24种跳绳动作学习，第1~5，7~11周(每次35 min)
	花样跳绳亲子互动活动	四年级小学生及看护人	花样跳绳同步竞赛，第6，12周(每次45 min)
	运动理论课程	四年级小学生	运动相关理论知识，第1~5，7~11周(每次10 min)

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表 2 两组小学生干预前后每日MVPA时间与果蔬摄入量比较[M(P₂₅，P₇₅)]

Table 2. Comparison of MVPA and fruit/vegetable intake between two groups of primary school students pre- and post-intervention[M(P₂₅, P₇₅)]

组别	干预前后	人数	MVPA/min		果蔬摄入量/g
组别	干预前后	人数	上学日	周末	水果	蔬菜
对照组	干预前	42	30.00(13.00, 60.00)	30.00(10.00, 40.00)	150.00(64.80, 317.90)	178.60(42.90, 253.60)
	干预后	42	30.00(20.00, 47.47)	25.00(15.00, 45.00)	115.00(40.30, 235.70)	110.70(65.70, 307.90)
干预组	干预前	43	30.00(20.00, 60.00)	30.00(20.00, 60.00)	130.20(55.88, 236.60)	99.85(33.95, 229.48)
	干预后	43	40.00(30.00, 60.00)	32.50(20.00, 60.00)	125.10(46.75, 308.40)	190.15(131.05, 279.48)
Wald χ²_组别值			4.25^*	1.98	0.28	5.18^*
Wald χ²_时间值			0.08	3.89	0.04	1.45
Wald χ²_{组别×时间}值			8.27^**	0.37	0.98	4.35^*
注：^P<0.05，^*P<0.01。

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表 3 两组小学生干预前后视屏时间与睡眠时间比较[M(P₂₅，P₇₅)]

Table 3. Comparison of screen time and sleep duration between two groups of primary school students pre- and post-intervention[M(P₂₅, P₇₅)]

组别	干预前后	人数	视屏时间/min		睡眠时间/min
组别	干预前后	人数	上学日	周末	上学日	周末
对照组	干预前	42	160.00(80.00, 240.00)	135.00(55.00, 270.00)	540.00(540.00, 600.00)	600.00(540.00, 660.00)
	干预后	42	240.00(60.00, 305.00)	150.00(60.00, 300.00)	540.00(480.00, 600.00)	600.00(480.00, 660.00)
干预组	干预前	43	225.00(110.00, 313.75)	85.00(51.25, 320.00)	540.00(501.00, 600.00)	600.00(540.00, 619.50)
	干预后	43	60.00(30.00, 142.50)	105.00(55.00, 315.00)	540.00(487.50, 600.00)	540.00(480.00, 600.00)
Wald χ²_组别值			2.91	1.02	0.71	0.75
Wald χ²_时间值			0.01	1.40	0.58	5.48^*
Wald χ²_{组别×时间}值			13.27^**	0.48	0.46	0.54
注：^P < 0.05，^*P < 0.01。

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