目的：采用不同类型课后体育服务活动方案对小学生进行为期一年的课后体育运动干预，研究课后体育服务对小学生心理健康的影响，旨在共同探索提高小学生心理素质的途径和手段。方法：本课题以某所小学的4~6年级学生作为研究对象，对被试进行不同类型课后体育服务运动干预，采用调查量表对实验结果进行统计、对比分析，得到体育运动干预前后学生心理健康结果。结果：学生分为对照组和实验组：1) 对于参加足球社团得分呈现出0.01水平显著性(t = 3.210, p = 0.002)，以及具体对比差异可知，对照组的平均值(30.67)，会明显高于实验组的平均值(23.08)。2) 对于参加花样跳绳社团得分呈现出0.01水平显著性(t = 4.019, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(21.42)。3) 对于参加花样跳皮筋呈现出0.01水平显著性(t = 3.473, p = 0.001)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(22.00)。4) 对于参加篮球社团呈现出0.01水平显著性(t = 4.442, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(20.74)。对于参加体育舞蹈社团呈现出0.05水平显著性(t = 2.769, p = 0.008)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(23.92)。5) 通过方差分析，结果显示不同体育类型样本对于体育后全部均不会表现出显著性(p > 0.05)。结论：1) 显示不同类型课后体育服务对小学生心理健康均具有良好的促进作用；2) 不同类型课后体育服务的干预效果(从量化数据总分来看)没有明显差异，为采用体育手段促进小学生心理健康发展提供实验证据和实践参考。 Objective: To study the influence of after-school sports services on the mental health of primary school students by using different types of after-school sports service activities for a year, in order to jointly explore ways and means to improve the psychological quality of primary school students. Methods: In this study, students in grades 4~6 of a primary school were selected as the research objects, and different types of after-school sports service exercise interventions were carried out on the subjects. The experimental results were statistically analyzed and compared with the survey scale to obtain the mental health results of students before and after the sports intervention. Results: Students were divided into control group and experimental group: 1) the score of partic-ipating in the football association showed a level of 0.01 significance (t = 3.210, p = 0.002), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (23.08). 2) The score of participating in the synchronized skipping club showed 0.01 level significance (t = 4.019, p = 0.000), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (21.42). 3) There was a level significance of 0.01 (t = 3.473, p = 0.001) for participating in the synchronized jumping band, and the specific comparison difference showed that the mean value of the control group (30.67) was significantly higher than that of the experimental group (22.00). 4) For participation in basketball associations, the level of significance was 0.01 (t = 4.442, p = 0.000), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (20.74). There was a 0.05 level significance (t = 2.769, p = 0.008) for participating in the dance sport club, and the specific comparison difference showed that the mean value of the control group (30.67) was significantly higher than that of the experimental group (23.92). 5) Through the analysis of variance, the results showed that samples of different sports types did not show significance for all after sports (p > 0.05). Conclusion: 1) Different types of after-school sports services have a good effect on the mental health of primary school students; 2) There is no significant difference in the intervention effect of different types of after-school sports services (from the perspective of the total score of quantitative data), which provides experimental evidence and practical reference for the use of sports to promote the psychological health development of primary school students.
目的：采用不同类型课后体育服务活动方案对小学生进行为期一年的课后体育运动干预，研究课后体育服务对小学生心理健康的影响，旨在共同探索提高小学生心理素质的途径和手段。方法：本课题以某所小学的4~6年级学生作为研究对象，对被试进行不同类型课后体育服务运动干预，采用调查量表对实验结果进行统计、对比分析，得到体育运动干预前后学生心理健康结果。结果：学生分为对照组和实验组：1) 对于参加足球社团得分呈现出0.01水平显著性(t = 3.210, p = 0.002)，以及具体对比差异可知，对照组的平均值(30.67)，会明显高于实验组的平均值(23.08)。2) 对于参加花样跳绳社团得分呈现出0.01水平显著性(t = 4.019, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(21.42)。3) 对于参加花样跳皮筋呈现出0.01水平显著性(t = 3.473, p = 0.001)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(22.00)。4) 对于参加篮球社团呈现出0.01水平显著性(t = 4.442, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(20.74)。对于参加体育舞蹈社团呈现出0.05水平显著性(t = 2.769, p = 0.008)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(23.92)。5) 通过方差分析，结果显示不同体育类型样本对于体育后全部均不会表现出显著性(p > 0.05)。结论：1) 显示不同类型课后体育服务对小学生心理健康均具有良好的促进作用；2) 不同类型课后体育服务的干预效果(从量化数据总分来看)没有明显差异，为采用体育手段促进小学生心理健康发展提供实验证据和实践参考。
课后体育服务，小学生，心理健康
Kailun Yang1*, Dan Xu2, Hao Liu1, Libo Su1, Shun Li3, Xuemei Luo1, Xueming Lu1, Yue Sun1, Fulian Xue1
1Beijing Shunyi District Houshayu Central Primary School, Beijing
2Sports and Health Editing Room, People’s Education Publishing House, Beijing
3Primary School Affiliated to Beijing Institute of Technology, Beijing
Received: Jan. 19th, 2024; accepted: Jan. 31st, 2024; published: Feb. 29th, 2024
Objective: To study the influence of after-school sports services on the mental health of primary school students by using different types of after-school sports service activities for a year, in order to jointly explore ways and means to improve the psychological quality of primary school students. Methods: In this study, students in grades 4~6 of a primary school were selected as the research objects, and different types of after-school sports service exercise interventions were carried out on the subjects. The experimental results were statistically analyzed and compared with the survey scale to obtain the mental health results of students before and after the sports intervention. Results: Students were divided into control group and experimental group: 1) the score of participating in the football association showed a level of 0.01 significance (t = 3.210, p = 0.002), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (23.08). 2) The score of participating in the synchronized skipping club showed 0.01 level significance (t = 4.019, p = 0.000), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (21.42). 3) There was a level significance of 0.01 (t = 3.473, p = 0.001) for participating in the synchronized jumping band, and the specific comparison difference showed that the mean value of the control group (30.67) was significantly higher than that of the experimental group (22.00). 4) For participation in basketball associations, the level of significance was 0.01 (t = 4.442, p = 0.000), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (20.74). There was a 0.05 level significance (t = 2.769, p = 0.008) for participating in the dance sport club, and the specific comparison difference showed that the mean value of the control group (30.67) was significantly higher than that of the experimental group (23.92). 5) Through the analysis of variance, the results showed that samples of different sports types did not show significance for all after sports (p > 0.05). Conclusion: 1) Different types of after-school sports services have a good effect on the mental health of primary school students; 2) There is no significant difference in the intervention effect of different types of after-school sports services (from the perspective of the total score of quantitative data), which provides experimental evidence and practical reference for the use of sports to promote the psychological health development of primary school students.
Keywords:After-School Sports Services, Primary School Student, Mental Health
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近来研究发现，心理健康问题已经逐渐从成人波及到青少年、儿童，呈现“低龄化”趋势，小学生由于学习压力过大而产生了诸多心理问题。小学生正处于身心快速发展之际，是自我意识、人格成长、个性形成的关键时期，其心理健康状况严重影响着学业成就与个体幸福感。小学生正处于心理健康发展的关键阶段，他们的心理健康水平不仅关系个人健康成长和幸福生活，而且关系到整个民族的心理健康素质，乃至祖国的未来。
体育活动是一种有效改善小学生心理健康的干预手段，调节好文化学习、体育锻炼以及心理健康三者之间的关系，寻求一种合理的方式去改善小学生的心理健康问题就显得尤为重要。目前国内外课后体育服务的开展日渐普遍与成熟，且国内外研究均发现，课后体育服务具有多元价值，不仅可以释放学习中的压力，同时还能培养学生克服困难的良好品质，在塑造学生的个性，培养学生良好的意志品质，规范学生不良行为和错误习惯，增强学生集体主义观念和团队精神，促进身心全面发展有着重要的作用。
本研究以某所小学的4~6年级参与且是不同类型的课后体育服务的学生作为研究对象，每个社团选取男女各15人进行运动干预。实验对象身体状况良好，且智力正常。
本实验研究根据小学生身心发展特点和发展需要，并结合其心理特点，进行为期一学年的课后体育运动干预，为实现研究目的，将研究过程分为研究设计阶段、研究实施阶段和研究结果阶段，在体育运动干预前、后期对小学生的心理健康进行测试并记录，对比分析实验前中后课后体育服务对学生心理健康的影响效果。
本实验开始前，随机抽取某小学4~6年级参加课后体育服务的学生作为实验对象，采用《心理健康诊断测验量表(MHT)》对学生进行心理健康水平初测，而后依照义务教育体育与健康课程标准相关要求，根据本校实际教学任务的安排情况，将参与不同类型课后体育服务的学生进行心理健康测试，待实验结束时，将所得的所有数据进行整理并分析。
使用SPSS 26.0进行原始数据录入和筛查，针对各项指标进行描述性统计，参加不同类型课后体育服务的学生和未参加课后体育服务的学生进行组间独立样本T检验；通过方差分析比较不同类型课后体育服务的干预效果有无差异。以p < 0.05为显著差异，p < 0.01为极显著差异。
从表1可知，不同组别对于未参加课后体育不会表现出显著性(p > 0.05)。另外对于参加足球社团呈现出显著性(p < 0.05)，具体分析可知：对照组和实验组对于参加足球社团得分呈现出0.01水平显著性(t = 3.210, p = 0.002)，以及具体对比差异可知，对照组的平均值(30.67)，会明显高于实验组的平均值(23.08)。
| 对照组(n = 27) | 实验组(n = 24) | t | p | |
|---|---|---|---|---|
| 未参加课后体育 | 33.52 ± 10.45 | 31.33 ± 12.27 | 0.687 | 0.495 |
| 参加足球社团 | 30.67 ± 8.97 | 23.08 ± 7.75 | 3.210 | 0.002** |
表1. 足球运动对小学生心理健康的影响
注：*p < 0.05；**p < 0.01。
| 对照组(n = 27) | 实验组(n = 31) | t | p | |
|---|---|---|---|---|
| 未参加课后体育 | 33.52 ± 10.45 | 32.19 ± 8.59 | 0.530 | 0.598 |
| 参加花样跳绳社团 | 30.67 ± 8.97 | 21.42 ± 8.54 | 4.019 | 0.000** |
表2. 花样跳绳对小学生心理健康的影响
注：*p < 0.05；**p < 0.01。
从表2可知，不同组别对于未参加课后体育服务不会表现出显著性(p > 0.05)。另外对于参加花样跳绳社团呈现出显著性(p < 0.01)，具体分析可知：对照组和实验组对于参加花样跳绳社团得分呈现出0.01水平显著性(t = 4.019, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(21.42)。
| 对照组(n = 27) | 实验组(n = 21) | t | p | |
|---|---|---|---|---|
| 未参加课后体育 | 33.52 ± 10.45 | 29.48 ± 14.95 | 1.102 | 0.276 |
| 参加花样跳皮筋社团 | 30.67 ± 8.97 | 22.00 ± 8.04 | 3.473 | t |
表3. 花样跳皮筋对小学生心理健康的影响
注：*p < 0.05；**p < 0.01。
从表3可知：不同组别对于未参加课后体育不会表现出显著性(p > 0.05)。另外对于参加花样跳皮筋得分呈现出显著性(p < 0.01)，具体分析可知：对照组和实验组对于参加花样跳皮筋呈现出0.01水平显著性(t = 3.473, p = 0.001)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(22.00)。
从表4可知：不同组别对于未参加课后体育篮球得分不会表现出显著性(p > 0.05)。另外对于参加篮球社团呈现出显著性(p < 0.01)，具体分析可知：对照组和实验组对于参加篮球社团呈现出0.01水平显著性(t = 4.442, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(20.74)。
| 对照组(n = 27) | 实验组(n = 31) | t | p | |
|---|---|---|---|---|
| 未参加课后体育 | 33.52 ± 10.45 | 30.94 ± 13.85 | 0.792 | 0.432 |
| 参加篮球社团 | 30.67 ± 8.97 | 20.74 ± 8.05 | 4.442 | 0.000** |
表4. 篮球运动对小学生心理健康的影响
注：*p < 0.05；**p < 0.01。
| 对照组(n = 27) | 实验组(n = 26) | t | p | |
|---|---|---|---|---|
| 未参加课后体育 | 33.52 ± 10.45 | 27.85 ± 12.03 | 1.835 | 0.072 |
| 参加体育舞蹈社团 | 30.67 ± 8.97 | 23.92 ± 8.75 | 2.769 | 0.008** |
表5. 体育舞蹈运动对小学生心理健康的影响
注：*p < 0.05；**p < 0.01。
从表5可知：不同组别对于未参加课后体育舞蹈不会表现出显著性(p > 0.05)。另外对于参加轮滑社团得分呈现出显著性(p < 0.05)，具体分析可知：对照组和实验组对于参加体育舞蹈社团呈现出0.05水平显著性(t = 2.769, p = 0.008)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(23.92)。
| 足球 (n = 24) | 花样跳绳 (n = 31) | 皮筋 (n = 21) | 篮球 (n = 31) | 体育舞蹈 (n = 26) | F | p | |
|---|---|---|---|---|---|---|---|
| 参加课后体育得分 | 23.08 ± 7.75 | 21.42 ± 8.54 | 22.00 ± 8.04 | 20.74 ± 8.05 | 23.92 ± 8.75 | 0.665 | 0.618 |
表6. 不同类型课后体育服务对小学生心理健康影响的比较结果
*p < 0.05；**p < 0.01。
从表6可知，通过方差分析，结果显示不同体育类型样本对于体育后全部均不会表现出显著性(p > 0.05)，说明不同体育运动类型对于小学生心理健康的影响均表现出一致性，没有差异性。
本研究旨在探讨不同类型课后体育服务对小学生心理健康的影响。研究结果显示，不同类型课后体育服务对小学生心理健康均具有促进作用，且从量表总分来看，不同体育运动类型对于小学生心理健康的影响均表现出一致性，没有差异性。
国内外相关实证研究中指出体育锻炼有益于心理健康水平的提高，并在预防、消除负向性情绪上具有不可替代的作用。体育锻炼作为一种以个体的生物性发展为基础的身体活动，不仅可以促进个体身体素质的发展，还具有调节精神情绪改善个体心理健康水平的功能。通过多项研究表明有氧类型运动对儿童身体自尊具有显著的影响 [
通过本研究，从量表总分进行分析，结果显示不同运动类型对小学身心理健康均具有促进作用，没有明显差异。潘家礼 [
本研究通过不同课后体育服务类型对小学生进行为期一年的运动干预，从量表总分进行分析，得出如下结论：
1) 不同类型课后体育服务对小学生心理健康具有促进作用；
2) 不同类型课后体育服务对小学生心理健康的影响效果没有显著差异性。
北京市教育学会“十四五”教育科研课题(SY-2022-005)。
杨凯伦,徐 丹,刘 浩,苏立波,李 顺,雒雪梅,鲁学明,孙 悦,薛福连. 课后体育服务对于小学生心理健康影响的实践研究A Practical Study on the Influence of After-School Sports Services on Children’s Mental Health[J]. 体育科学进展, 2024, 12(01): 236-241. https://doi.org/10.12677/APS.2024.121035