初中生课间身体活动与心理健康的成分等时替代效应

王思积; 张秀兵; 宋英哲; 陈九; 王逸冰; 林延敏; 谢军

doi:10.16835/j.cnki.1000-9817.2025240

初中生课间身体活动与心理健康的成分等时替代效应

doi: 10.16835/j.cnki.1000-9817.2025240

1.
首都体育学院体育教育训练学院，北京 100191
2.
首都体育学院体育人工智能研究院
3.
首都体育学院休闲与社会体育学院
4.
首都体育学院体医融合创新中心
5.
吕梁学院体育与健康系

基金项目:

国家社会科学基金项目 24BTY025

中国科协2024年度研究生科普能力提升项目 KXYJS2024007

天津市教育科学学会2024年度规划课题 JK145240457B

详细信息

作者简介:
王思积(1996-)，男，山西吕梁人，在读博士，主要研究方向为儿童青少年健康促进和学校体育学

通讯作者:
谢军，E-mail：xiejun@cupes.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 G444
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出版历程
- 收稿日期: 2025-04-16
- 修回日期: 2025-06-04
- 网络出版日期: 2025-08-30
- 刊出日期: 2025-08-25

Compositional isotemporal substitution effects of recess physical activity on mental health among junior high school students

1.
Institute of Physical Education and Training of Capital University of Physical Education and Sports, Beijing 100191, China

摘要

摘要: 目的探讨初中生课间10 min内不同强度身体活动之间的等时替代对心理健康的影响，为更有针对性地开展实践干预提供参考依据。方法于2024年5—11月，采用分层随机抽样结合方便抽样的方法，选取来自天津市、山西省太原市和吕梁市、河南省濮阳市、陕西省西安市、浙江省衢州市、辽宁省朝阳市的845名初中生。利用ActiGraph wGT3X-BT加速度计测量学生课间10 min身体活动时间，采用抑郁-焦虑-压力自评量表(DASS-21)评估学生心理健康水平。以1 min为单位建立等时替代模型预测各活动行为替代后对初中生心理健康产生的影响。结果初中生课间以久坐行为(SB)占主导[(7.08(5.85，7.98)min]，中高强度身体活动(MVPA)所占时间最低[0.42(0.21，0.85)min]。不同性别、年级学生课间MVPA、轻度身体活动(LPA)及SB时间比较，差异均有统计学意义(Z/H值分别为-9.08, -8.34, -9.51;84.87, 126.82, 135.27，P值均＜0.01)。等时替代分析结果显示，在控制性别与年龄的情况下，将1 min SB等时替代为1 min MVPA可改善学生的焦虑水平(β=-0.29，95%CI=-0.53~-0.04)和总体心理健康水平(β=-0.72，95%CI=-1.39~-0.04)(P值均＜0.05)，其他替代方式均无统计学意义(P值均>0.05)。结论在课间10 min，MVPA替代SB对初中生心理健康具有正向效应。建议优化学生在校课间日常活动结构，提升心理健康水平。
- 运动活动 /
- 精神卫生 /
- 等时替代 /
- 学生
Abstract: Objective To explore the isotemporal substitution effects among different intensities of physical activity within a 10-minute recess period on the mental health of junior high school students, aiming to provide evidence-based references for targeted practical interventions. Methods From May to November 2024, a total of 845 junior high school students from Tianjin, Taiyuan and LV Liang in Shaanxi Province, Puyang in Henan Province, Xi'an in Shaanxi Province, Quzhou in Zhejiang Province, and Chaoyang in Liaoning Province were selected by using a combination of stratified random sampling and convenience sampling. ActiGraph wGT3X-BT accelerometers was used to measure physical activity during a 10-minute recess period. Mental health status was assessed with the Depression Anxiety Stress Scale (DASS-21). An isotemporal substitution model was constructed in 1-minute increments to predict the effects of substituting different physical activity behaviors on students' mental health. Results During recess, sedentary behavior (SB) was predominant among junior high school students, with an average duration of [7.08(5.85, 7.98)] minutes, while moderate-to-vigorous physical activity (MVPA) accounted for the shortest duration at [0.42(0.21, 0.85)] minutes. There were statistically significant differences in MVPA, LPA and SB time between students of different genders and grades(Z/H=-9.08, -8.34, -9.51;84.87, 126.82, 135.27, all P < 0.01). Isotemporal substitution analysis, adjusted for gender and age, showed that replacing 1 minute of SB with 1 minute of MVPA significantly improved anxiety levels (β=-0.29, 95%CI=-0.53 to -0.04) and overall mental health (β=-0.72, 95%CI=-1.39 to -0.04), with both results reaching statistical significance (both P < 0.05). No significant effects were observed for other substitution patterns (both P>0.05). Conclusions Substituting SB with MVPA during a 10-minute recess period exerts a positive impact on the mental health of junior high school students. It is recommended to optimize the daily recess activity structure in schools to enhance students' mental well-being.
- Motor activity /
- Mental health /
- Isotemporal substitution /
- Students
注释:

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表 1 不同组别初中生课间MVPA、LPA和SB时间比较[M(Q1，Q3), min]

Table 1. Comparison of average time per recess spent in MVPA, LPA, and SB among middle school students by genders and grades[M(Q1, Q3), min]

组别	选项	人数	统计值	MVPA	LPA	SB
性别	男	399		0.64(0.29，1.26)	2.93(2.02，3.74)	6.39(5.02，7.52)
	女	446		0.32(0.16，0.57)	2.12(1.48，2.92)	7.42(6.60，8.23)
			Z值	-9.08	-8.34	-9.51
			P值	＜0.01	＜0.01	＜0.01
年级	初一	307		0.67(0.33，1.47)	3.22(2.39，3.97)	6.10(4.36，7.21)
	初二	290		0.34(0.17，0.63)^a	2.19(1.55，3.05)^a	7.34(6.37，8.20)^a
	初三	248		0.32(0.17，0.62)^a	2.02(1.47，2.70)^ab	7.55(6.82，8.19)^a
			H值	84.87	126.82	135.27
			P值	＜0.01	＜0.01	＜0.01
注：与初一年级比较，^a P＜0.05；与初二年级比较，^b P＜0.05。

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表 2 课间10 min行为时间分布与初中生心理健康得分多元线性回归分析(n=845)

Table 2. Compositional linear regression of 10-minute recess activity time distribution and mental health among junior high school students(n=845)

心理健康	活动类型	β值	P值	模型P值	模型R²值
压力	MVPA	-0.84	0.01	＜0.01	0.03
	LPA	-0.28	0.07
	SB	0.56	0.01
焦虑	MVPA	-0.51	0.09	0.03	0.01
	LPA	-0.24	0.09
	SB	0.27	0.16
抑郁	MVPA	-0.53	0.08	0.19	0.01
	LPA	-0.16	0.25
	SB	0.37	0.06
总体	MVPA	-1.88	0.02	＜0.01	0.02
	LPA	-0.68	0.07
	SB	1.20	0.02

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表 3 MVPA、LPA和SB之间重新分配1 min与初中生心理健康预测值变化[OR值(95%CI)，n=845]

Table 3. Reallocation 1 min between MVPA, LPA, and SB and change in predictive value of mental health among junior high school students[OR(95%CI), n=845]

心理健康	活动类型	MVPA↓	LPA↓	SB↓
压力	MVPA↑		-0.04(-0.55~0.46)	-0.23(-0.50~0.05)
	LPA↑	1.07(-1.05~3.18)		-0.15(-0.39~0.10)
	SB↑	1.20(-0.78~3.18)	0.18(-0.15~0.50)
焦虑	MVPA↑		-0.23(-0.68~0.22)	-0.29(-0.53~-0.04)^*
	LPA↑	1.71(-0.19~3.61)		-0.05(-0.27~0.17)
	SB↑	1.76(-0.02~3.54)	0.05(-0.25~0.34)
抑郁	MVPA↑		-0.14(-0.60~0.32)	-0.20(-0.45~0.05)
	LPA↑	1.17(-0.75~3.09)		-0.05(-0.27~0.17)
	SB↑	1.22(-0.58~3.01)	0.05(-0.24~0.35)
总体	MVPA↑		-0.42(-1.65~0.82)	-0.72(-1.39~-0.04)^*
	LPA↑	3.95(-1.21~9.10)		-0.25(-0.85~0.35)
	SB↑	4.18(-0.65~9.00)	0.28(-0.52~1.08)
注： ↑表示该项活动时间增加1 min，↓表示该项活动时间减少1 min；^* P＜0.05。

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