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背景:提高体育课中学生卡路里消耗量是干预儿童肥胖的有效措施。本研究旨在确定中小学生个体特征和体育课课堂因素对卡路里消耗量的交叉性综合影响。方法:本研究应用双层面试验设计。层面一因素包括:年龄、性别、身体质量指数等学生个体特征;层面二因素包括:课时长短、学习内容、学校级别(中小学)等课堂因素。从87个班级中随机抽取的美国中学生(n=294)和小学生(n=264)依身体质量指数分为“超重”、“健康”和“过轻”组。用加速仪记录他们在243节体育课中的卡路里消耗量。数据分析时,学生个体特征和体育课课堂因素为自变量,卡路里消耗量为应变量。结果:数据分析用方差分析和多层线性模型分析法(HierarchicalLinear Modeling)进行。结果表明,学生个体特征和体育课课堂因素对卡路里消耗量无交叉性影响,但有相互独立的综合影响。年长男生和体重大的学生卡路里消耗量多于其他学生。45-60min,内容为运动技能和体质发展的体育课导致的卡路里消耗量,大于时间短(30min)或时间长(75-90min)以游戏为主要内容的体育课。结论:本研究中未能观察到试验所假设的个体特征和课堂困素的交叉性影响。45-60min,侧重运动技能和体质发展的体育课对学生卡路里消耗量有最佳影响。如果以帮助学生预防肥胖为主要教学目的,建议学校和体育教师应使用此种课时和内容的搭配。
Background: Improving students’ calorie consumption in physical education is an effective measure to intervene in childhood obesity. The purpose of this study was to determine the combined effects of individual characteristics of pupils and students and classroom factors of physical education on calorie consumption. Methods: This study applied a double-layer test design. The level of a factor include: age, gender, body mass index and other student individual characteristics; level two factors include: class duration, learning content, school level (primary and secondary) and other classroom factors. American secondary school students (n = 294) and primary school children (n = 264) were randomly selected from 87 classes and were divided into groups of “overweight”, “health” and “overweight” according to body mass index. Use accelerometers to record their calorie consumption in 243 physical education classes. Data analysis, the individual characteristics of students and physical education classroom factors as independent variables, calorie consumption as the dependent variable. Results: Data analysis was performed using analysis of variance and multi-level linear model analysis (HierarchicalLinear Modeling). The results show that the individual characteristics of students and physical education classroom factors have no cross-impact on calorie consumption, but have independent and comprehensive effects. Older boys and heavier students consumed more calories than other students. 45-60min, content for the sports skills and physical development led to the calorie consumption, greater than the short time (30min) or long time (75-90min) to the game as the main content of physical education. CONCLUSIONS: The crossover effects of individual characteristics assumed in the experiments and classroom factors were not observed in this study. 45-60min, physical education focusing on motor skills and physical development has the best effect on student calorie consumption. If the main purpose of helping students to prevent obesity, it is recommended that schools and physical education teachers should use such a combination of hours and content.