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目的了解环境支持改变对在校大学生体育锻炼行为取向的影响,使其由锻炼意向转化为锻炼行为,为高校大学生积极参与体育锻炼提供支持。方法在长春某高校每个年级随机抽取4个教学班级,对班级内全体学生进行调查,最终选取70名处于意向期的学生为对照组和干预组(各35名)进行研究。干预组进行12周的动机访谈、信息支持、同伴支持等环境支持对策干预,对照组仅进行正常教学和学习,对干预前后进行比较分析。结果干预组大学生干预前身体运动量得分为(19.01±13.97)分,干预后为(32.26±24.36)分,差异有统计学意义(t=-2.791,P<0.05);对照组身体运动量表得分干预前后差异无统计学意义(t=-0.021,P>0.05)。干预后干预组与对照组身体运动量得分相比较差异有统计学意义(t=2.236,P<0.05)。干预前干预组与对照组体育锻炼行为自我释放、社会释放、互助关系、自我管理、意识控制、效果评价因子得分及总分相比较差异均无统计学意义(t值分别为0.177,2.071,0.058,0.948,-0.469,-0.253,0.541,P值均>0.05);干预后干预组与对照组各因子及总分相比较差异均有统计学意义(t值分别为3.885,8.501,5.343,5.059,3.965,7.246,5.675,P值均<0.01)。结论环境支持对某高校大学生锻炼行为起到较好的干预效果,可以有效促进学生由意向期向行为期转变。
Objective To understand the effect of environmental support changes on college students’ physical exercise behavior orientation, to change their intention of exercise into exercise behaviors, and to provide support for college students to actively participate in physical exercise. Methods Four teaching classes were randomly selected in each grade of a university in Changchun, and all the students in the class were investigated. Finally, 70 students in the intention period were selected as the control group and the intervention group (each 35). The intervention group conducted 12 weeks of motivational interviews, information support, peer support and other environmental support measures intervention, the control group only normal teaching and learning, before and after intervention comparative analysis. Results The scores of physical activity before intervention in intervention group were (19.01 ± 13.97) points and (32.26 ± 24.36) points after intervention, the difference was statistically significant (t = -2.791, P <0.05). The control group physical activity scale score intervention Before and after the difference was not statistically significant (t = -0.021, P> 0.05). There was significant difference in physical activity scores between intervention group and control group after intervention (t = 2.236, P <0.05). Before intervention, there were no significant differences in self-release, social release, mutual aid, self-management, consciousness control, score of effect evaluation factor and total score between intervention group and control group (t = 0.177,2.071,0.058 , 0.948, -0.469, -0.253, 0.541, P> 0.05). There was significant difference between the intervention group and the control group in each factor and the total score (t = 3.885,8.501,5.343,5.059 , 3.965,7.246,5.675, P <0.01). Conclusion Environmental support plays a good intervention effect on college students ’exercise behavior, which can effectively promote the students’ transition from intentional period to behavioral period.