Influencing factors of school sports environment on physical activity levels among middle school students
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摘要:
目的 探索学校体育环境与中学生身体活动水平的关系，为促进学校体育环境、提升中学生身体活动水平提供理论依据和数据支持。 方法 采用多阶段随机整群抽样法，于2023年9—12月选取安徽省宣城市，江苏省连云港市，湖北省武汉市，黑龙江省齐齐哈尔市、绥化市和广东省深圳市等地区的1 329名初、高中学生作为调查对象，使用国际体力活动问卷-短卷评估学生身体活动水平，制订学校体育环境特征问卷评估学校体育环境因素，通过多元有序Logistic回归分析学校体育环境因素与学生身体活动相关性，使用层次分析软件构建判断矩阵确定有效影响因素权重。 结果 中学生每周高强度身体活动时间为[60(25，90)]min，中等强度身体活动时间为[60(30，90)]min，低强度身体活动时间为[105(40，200)]min，久坐行为时间为[3 300(2 100，4 500)]min。仅10.53%的学生达到了世界卫生组织身体活动推荐量，89.69%的学生平均每日久坐时间超过8 h。多元有序Logistic回归分析结果表明，学校体育活动器材对促进中学生不同强度身体活动水平(高强度、中等强度、低强度身体活动)、减少久坐时间均有统计学意义(OR值分别为4.97，11.54，4.03，0.11)，体育活动内容丰富对于提升中学生高强度身体活动、中等强度身体活动、减少久坐时间有统计学意义(OR值分别为4.20，14.06，0.17)，同学鼓励支持与学生提升低强度身体活动、减少久坐时间的相关有统计学意义(OR值分别为10.40，0.15)(P值均＜0.05)。层次分析法权重比较结果显示，学校有足够的体育活动器材、学校体育课能做各种各样的活动及同学的经常性鼓励是中学生身体活动最重要的3个相关因素，影响权重分别占总体的23.55%，14.18%，11.77%。 结论 保障学校体育器材及课时数量、提升课程内容丰富性、鼓励支持协同合作、营造积极运动氛围，全方位支持学生利用课余时间参与体育活动是中学生身体活动水平的学校体育环境关键相关因素。 Abstract:Objective To explore the relationship between school sports environment and physical activity levels of middle school students, so as to provide theoretical and empirical support for optimizing school sports environment and enhance adolescent physical activity. Methods Using multi-stage random cluster sampling, from September to December 2023, 1 329 junior and senior high school students from Xuancheng City of Anhui Province, Lianyungang City of Jiangsu Province, Wuhan City of Hubei Province, Qiqihar City and Suihua City of Heilongjiang Province, and Shenzhen City of Guangdong Province were selected. The International Physical Activity Questionnaire-Short Form (IPAQ-SF) assessed students' physical activity levels, and the questionnaire on the characteristics of school sports environment was developed to evaluate the factors of school sports environment. Multivariate ordered Logistic regression was performed to analyze the correlation between school sports environment factors and physical activity levels, and the analytic hierarchy process determined the weight of key influencing factors. Results The results showed that weekly vigorous physical activity time was [60 (25, 90)] minutes, moderate physical activity time was [60 (30, 90)] minutes, light physical activity time was [105 (40, 200)] minutes, and sedentary behavior time was [3 300 (2 100, 4 500)] minutes, only 10.53% of the students met World Health Organization physical activity recommendations, and 89.69% of the students averaged >8 h daily sedentary time. Multivariate ordered Logistic regression showed that adequate sports equipment significantly promoted physical activity across all intensities and reduced sedentary time (OR=4.97, 11.54, 4.03, 0.11); diverse sports activities improved vigorous and moderate physical activity while reducing sedentary time (OR=4.20, 14.06, 0.17); and peer encouragement was associated with increased low-intensity physical activities and decreased sedentary time (OR=10.40, 0.15)(P < 0.05). The analytic hierarchy process weighting analysis identified the top three influential factors related to physical activity among middle school students: sufficient sports equipment, varied physical education activities, frequent peer encouragement, the influence weight accounts for 23.55%, 14.18% and 11.77% of the total, respectively. Conclusion Key school sports environmental factors for adolescent physical activity level include ensuring adequate sports equipment and class availability, diversifying activity content, fostering peer support, and cultivating an active sports culture and a comprehensive approach encourage students' participation in extracurricular physical activities. -
Key words:
- Motor activity /
- Environment /
- Regression analysis /
- Students
1) 利益冲突声明 所有作者声明无利益冲突。2) 谢丹与侯筱为共同第一作者。 -
表 1 中学生学校体育环境评分(x ±s)
Table 1. School physical education environment scores for middle school students(x ±s)
学校体育环境指标 总体(n=1 329) 男生(n=697) 女生(n=632) 学校体育物理环境 3.17±0.69 3.14±0.85 3.18±0.55 1.学校的户外场地(如操场、球场)状况良好 3.27±0.70 3.27±0.68 3.27±0.73 2.学校的室内场地(如健身房、舞蹈房)状况良好 3.10±0.81 3.07±0.83 3.13±0.79 3.学校的户外场地足够大，可供学生进行体育锻炼 3.32±0.70 3.31±0.72 3.33±0.67 4.学校的室内空间足够大，可以让学生进行体育锻炼 3.03±0.90 3.00±0.94 3.07±0.84 5.学校有优质的运动和体育活动器材供学生使用 3.11±0.80 3.09±0.85 3.13±0.75 6.学校有足够多的器材供学生进行体育锻炼 3.12±0.78 3.08±0.80 3.17±0.76 7.我们学校的室内和室外场地都受到了良好的监管 3.15±0.76 3.14±0.80 3.17±0.71 学校体育社会环境 2.97±0.65 2.95±0.69 2.98±0.58 1.我们学校有好的教练(体育老师) 3.21±0.72 3.17±0.78 3.27±0.64 2.同学们经常鼓励我参加学校的体育活动 3.09±0.75 3.16±0.71 3.00±0.78 3.老师经常鼓励我在学校多运动 3.07±0.83 3.07±0.84 3.06±0.83 4.老师会监督学生课间休息或午休时间进行体育活动 2.67±0.97 2.60±1.02 2.76±0.89 5.其他科目的老师(非体育老师)在体育课之外会为学生组织不同的体育活动和体育赛事 2.84±0.94 2.82±1.00 2.86±0.86 6.老师认为体育活动对学生很重要 3.17±0.75 3.13±0.79 3.22±0.66 7.在学校运动时，其他同学让我感到安全 3.14±0.79 3.14±0.79 3.13±0.79 8.学校体育课已经够长了 2.72±0.97 2.60±1.03 2.85±0.89 9.一周中我经常上学校的体育课 3.03±0.88 3.10±0.87 2.95±0.88 10.我能在学校的体育课上做各种各样的活动 3.09±0.83 3.12±0.82 3.05±0.83 11.在学校，学生可以参加各种各样的运动队 2.89±0.94 2.90±0.96 2.88±0.91 12.放学后，学校为学生提供其他活动或组织锻炼 2.78±0.98 2.75±1.00 2.82±0.96 13.我可以在学校了解关于社区体育活动和运动的机会 2.78±0.95 2.74±0.98 2.82±0.92 
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表 2 中学生身体活动的学校体育环境影响因素有序Logistic回归分析(n=1 329)
Table 2. Ordered Logistic regression analysis of environmental factors influencing school physical activity for middle school students(n=1 329)
因变量 学校体育环境 β值 标准误 Wald χ2值 OR值(95%CI) VPA 学校的室内场地(如健身房、舞蹈房)状况良好 1.19 0.64 3.46 3.31(1.09~11.07)** 学校有足够多的器材供学生进行体育锻炼 1.60 0.76 4.45 4.97(1.12~22.04)** 能在学校的体育课上做各种各样的活动 1.60 0.55 8.32 4.20(1.07~12.60)** 放学后，学校为学生提供其他活动或组织锻炼 1.40 0.59 5.59 4.05(1.27~12.93)** MPA 学校有足够多的器材供学生进行体育锻炼 2.45 0.85 8.29 11.54(2.18~60.97)** 学校有好的教练(体育老师) 1.68 0.78 4.72 5.39(1.18~24.65)** 一周中经常上学校的体育课 1.62 0.64 6.39 5.04(1.44~17.66)** 能在学校的体育课上做各种各样的活动 2.64 0.92 8.28 14.06(2.32~85.13)** LPA 学校的户外场地足够大，可供学生进行体育锻炼 2.58 1.07 5.80 13.16(1.62~107.17)** 学校的室内空间足够大，可以让学生进行体育锻炼 1.76 0.72 5.98 5.83(1.42~23.94)** 学校有足够多的器材供学生进行体育锻炼 1.39 0.52 7.22 4.03(1.46~11.16)** 同学们经常鼓励我参加学校的体育活动 2.34 0.94 6.16 10.40(1.64~66.12)** 一周中我经常上学校的体育课 1.63 0.60 7.37 5.12(1.57~16.63)** 在我的学校，学生可以参加各种各样的运动队 1.53 0.58 6.99 4.63(1.49~14.40)** 放学后，学校为学生提供其他活动或组织锻炼 1.26 0.51 6.10 4.58(1.58~14.29)** SB 学校的室内空间足够大，可以让学生进行体育锻炼 -1.68 0.75 5.00 0.19(0.04~0.81)** 学校有足够多的器材供学生进行体育锻炼 -1.72 0.95 3.32 0.11(0.02~0.97)* 同学们经常鼓励我参加学校的体育活动 -1.93 0.77 6.33 0.15(0.03~0.65)** 老师会监督学生课间休息或午休时间进行体育活动 -0.96 0.49 3.82 0.38(0.15~0.99)** 在学校的体育课上可以做各种各样的活动 -1.75 0.66 7.05 0.17(0.05~0.63)** 学生可以在学校参加各种各样的运动队 -1.95 0.65 8.83 0.14(0.04~0.52)** 可以在学校了解关于社区体育活动和运动的机会 -1.37 0.68 4.06 0.25(0.07~0.96)* 注： *P＜0.05，**P＜0.01。
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