摘要：

目的 基于《國(guó)際功能、殘疾和健康分類》(ICF)和PRISMA原則，系統(tǒng)綜述健康促進(jìn)學(xué)校視域下青少年參與身體活動(dòng)的心理行為和生活質(zhì)量健康效益。
方法 檢索PubMed、Web of Science、中國(guó)知網(wǎng)等數(shù)據(jù)庫(kù)，收集2011年1月至2023年6月發(fā)表的青少年參與學(xué)校身體活動(dòng)及其健康結(jié)局相關(guān)的隨機(jī)對(duì)照試驗(yàn)，并進(jìn)行系統(tǒng)綜述。
結(jié)果 最終納入8篇文獻(xiàn)，來(lái)自6個(gè)國(guó)家，涉及23 652例參與者，主要來(lái)源于公共衛(wèi)生、護(hù)理、兒童和青少年心理健康雜志、國(guó)際環(huán)境研究等期刊。身體活動(dòng)干預(yù)類型主要包括體適能類(熱身和伸展、休閑中心活動(dòng)、穿梭跑、跳千斤頂和跳繩、深蹲和俯臥撐、跑步、腕關(guān)節(jié)及手臂訓(xùn)練)、技能類(運(yùn)球、傳球、投球和接球)和運(yùn)動(dòng)項(xiàng)目類(Kripalu瑜伽、籃球、排球和足球運(yùn)動(dòng)、Ringo替代運(yùn)動(dòng)、網(wǎng)球、跳繩)?；顒?dòng)頻率為每周1~6次，活動(dòng)強(qiáng)度以低至高強(qiáng)度為主，活動(dòng)持續(xù)時(shí)間2~40周。健康效益主要涉及3個(gè)方面：在心理健康方面，社交情緒能力提升，負(fù)面情緒減少，自我效能感提高，主觀情緒感受、行為控制和智力改善，認(rèn)知適當(dāng)改善，心理健康水平提高，能構(gòu)建應(yīng)對(duì)壓力策略，學(xué)習(xí)掌握情緒調(diào)節(jié)、正向思維和應(yīng)對(duì)壓力的認(rèn)知結(jié)構(gòu);在身體活動(dòng)相關(guān)的行為健康方面，身體健康水平和身體活動(dòng)水平提高，健康責(zé)任感和意識(shí)提升，有關(guān)營(yíng)養(yǎng)、健康的知識(shí)更加豐富，行為控制能力提高，執(zhí)行功能改善，學(xué)業(yè)成績(jī)和學(xué)?；顒?dòng)的參與度提高，無(wú)故缺勤等現(xiàn)象減少;在生活質(zhì)量方面，學(xué)業(yè)成績(jī)提高，能養(yǎng)成運(yùn)動(dòng)習(xí)慣及健康生活行為方式，建立積極的生活態(tài)度，掌握人際關(guān)系和壓力管理技能。
結(jié)論 在健康促進(jìn)學(xué)校視域下，將青少年的身體活動(dòng)融入學(xué)校健康促進(jìn)體系，通過(guò)實(shí)施體適能類、技能類和運(yùn)動(dòng)項(xiàng)目類的身體活動(dòng)干預(yù)，可以提升青少年的心理和行為健康及生活質(zhì)量，主要表現(xiàn)為：改善認(rèn)知和執(zhí)行功能，提高社交能力、情緒控制能力，形成正向思維，養(yǎng)成積極的身體活動(dòng)行為方式以及健康素養(yǎng)，建立積極的心態(tài)，提高學(xué)業(yè)成績(jī)，塑造良好的健康習(xí)慣和積極的生活態(tài)度、人際關(guān)系和壓力管理能力，增加整體幸福感。

關(guān)鍵詞: 青少年, 健康促進(jìn)學(xué)校, 學(xué)校身體活動(dòng), 心理和行為健康, 系統(tǒng)綜述

Abstract:

Objective To systematically review the psychological and behavioral health benefits and quality of life of adolescent participation in physical activity in a health-promoting school perspective, based on the International Classification of Functioning, Disability and Health (ICF) and PRISMA principles.
Methods PubMed, Web of Science, and CNKI were searched to collect randomized controlled trials related to adolescents' participation in physical activity in schools and health outcomes, published from January, 2011 to June 2023, for a systematic review.
Results Eight studies were included, with 23 652 participants from six countries, mainly from journals related to public health, nursing, child and adolescent mental health, and international environmental research. The types of school physical activity interventions included physical fitness (warm-up and stretching, recreation center activities, shuttle runs, jumping jacks and jump ropes, squats and push-ups, running, wrist and arm training), skills (dribbling, passing, throwing, and catching) and sports (Kripalu yoga, basketball, volleyball, soccer sports, Ringo alternative sports, tennis and jump rope). The frequency of activities was one to six times a week, the intensity ranged from low to high, and the duration was mainly from two to 40 weeks. The psychological and behavioral health benefits of school-based physical activity involved three aspects. In terms of mental health, their social-emotional competence improved, negative emotions reduced, self-efficacy increased, subjective emotional feelings, behavioral control and intelligence improved, cognition and mental health improved; the stress coping strategies were developed, and the cognitive structures for emotion regulation, positive thinking and stress coping were learned. In terms of behavioral health aspects related to physical activity, their physical health and physical activity levels increased, the sense of health responsibility and awareness increased, knowledge of nutrition and health was enriched, behavioral control improved, executive functioning improved, academic achievement and participation in school activities increased, and absence from duty decreased. In terms of quality of life, academic performance, exercise habits and healthy lifestyles, positive attitudes, and interpersonal and stress management skills all improved.
Conclusion In the health-promoting school perspective, physical activity is integrated into the school health promotion system, and physical activity interventions in fitness, skills and sports are implemented to improve adolescents' psychological and behavioral health and quality of life, namely improving cognitive and executive functioning; improving social skills, emotional control, positive thinking, positive physical activity behaviors and health literacy, positive mindset; improving academic performance, good health habits and positive attitude towards life, interpersonal and stress management skills; and increasing overall well-being.

Key words: adolescents, health-promoting school, school physical activity, psychological and behavioral health, systematic review

中圖分類號(hào): 

R179

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