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目的了解大学生对身体活动的认知、身体活动水平及代谢当量的基本特点,为大学生养成良好身体活动习惯,提高自身健康水平提供依据。方法采用国际身体活动问卷(短卷)(International Physical Activity Questionnaire,IPAQ-short)及身体运动认知测试表,利用分层随机抽样方法抽取300名大学生进行问卷调查。结果共收集有效问卷244份,医学、文史、理工专业分别占34.43%、29.10%、36.47%。大学生对身体活动7个维度的认知均处在较好的水平。其中对放松和释放压力维度认知最好(85.66%),其次是对健康和身体适应力、形象体型、社会交往、竞争、挑战和成就、娱乐和享受维度的认知,“良好”及以上分别为84.43%、83.20%、80.32%、75.00%、74.18%和63.12%。不同专业(χ~2=9.82,P=0.007)、年级(Z=-3.12,P=0.002)和年龄(χ~2=11.47,P=0.003)的大学生对身体运动的认知差异有统计学意义。大学生身体活动代谢当量的中位数均低于其均数,中度身体活动量最小,步行身体活动量最大。不同专业学生的步行量、中等身体活动量、大强度身体活动量、总身体活动量水平差异均有统计学意义(χ~2=24.45、14.61、7.54、26.82,均P<0.05)。不同年级的大学生各个身体活动水平差异有统计学意义,低年级学生高于高年级学生(Z=-4.46、-3.78、-2.37、-4.83,均P<0.05)。结论大学生对身体活动的认知较好,但中度身体活动量较低。专业、年级、性别和年龄可能是大学生身体活动的影响因素。
Objective To understand the basic characteristics of college students’ understanding of physical activity, physical activity level and metabolic equivalent, and to provide basis for college students to develop good physical activity habits and improve their own health level. Methods International Physical Activity Questionnaire (IPAQ-short) and physical activity cognitive test were used to survey 300 college students by stratified random sampling method. Results A total of 244 valid questionnaires were collected, accounting for 34.43%, 29.10% and 36.47% for medical, literature and history, and science and engineering respectively. Students in the seven dimensions of physical activity are at a better level of cognition. Among them, the cognitive degree of relaxing and releasing stress was the best (85.66%), followed by the cognition of health and physical fitness, body shape, social interaction, competition, challenge and achievement, entertainment and enjoyment dimension, And above were 84.43%, 83.20%, 80.32%, 75.00%, 74.18% and 63.12% respectively. There was a statistically significant difference in body movement between college students (χ ~ 2 = 9.82, P = 0.007), grade (Z = -3.12, P = 0.002) and age (χ ~ 2 = 11.47, P = 0.003) significance. The median of metabolic activity of college students’ physical activity was lower than the mean, the lowest of moderate physical activity and the highest physical activity of walking. The differences of walking amount, moderate physical activity, intensive physical activity, and total physical activity among different majors were statistically significant (χ ~ 2 = 24.45,14.61,7.54,26.82, all P <0.05). There was significant difference in the level of physical activity among college students in different grades. The students in lower grades were higher than those in senior grades (Z = -4.46, -3.78, -2.37, -4.83, all P <0.05). Conclusion College students have a good understanding of physical activity, but moderate physical activity is low. Professional, grade, gender and age may be the influencing factors of college students’ physical activity.