| Purpose of research:The paper emphasized on investigating different influences of single exercise project and combined exercise project on self-efficacy and mood states,and based on that,the paper discussed the influences of exercise projects,lasting time and interaction on self-efficacy and mood states.This research aimed at improving students' self efficacy and mood state,providing experimental basis on promoting physical and mental health,and providingreferences in terms of improve the psychological health level of students by exercises prescription.Research objects and Methods:In this research,5 classes(4 experimental group and one control group)from common physical education course of Guangling Institute were chosen randomly.Basketball and fancy rope skipping were their exercise projects.The Experimental group 1 only trained on basketball,there are altogether 34 people.The experimental group 2 only trained on fancy rope skipping,there are 37 students participates in it.The trained course of Experimental group 3 is basketball+ fancy rope skipping and there are 39 students.The trained course of Experimental group 4 is fancy rope skipping+ basketball and there are 39 students.The control group 5 is the common PE course,there are 40 students in it.Within the experimental period of 12 weeks,and 5 classes exercised 3 times every week respectively.In the 4 experimental groups,we designed the same moderate exercise of about 30minutes every time.We used GSES and POMS one week before the exercise intervention,6-week exercise intervention,12-week exercise intervention to measure the data before-in-after the exercise respectively.Research results:(1)After exercise intervention,the main effect of general self-efficacy of college students in the exercise duration was(F(2,366)= 8.128,p<0.001,? p2 = 0.043),the difference has statistical significance;the main effect of exercise duration and combined exercise program was(F(8,366)=5.523,p<0.001,? p2=0.108),the difference has statistical significance;The main effect of exercise programs was(F(4,183)=1.511,p>0.05,?p2=0.032),the difference has no statistical significance.The main effect of general self-efficacy on the 6-week intervention was(F(4,183)=1.463,p>0.()5,?p2=0.031),the difference was statistically significant,and the effect of intervention in the 12 weeks was(F(4,183)=5.235,p<0.05,?p2=0.103),and the difference was statistically significant.(2)After 6 weeks of intervention,the differences in the state of minds of college students were not statistically significant(p>0.05);After 12 weeks of intervention,the differences in stress,fatigue,energy,self-esteem and TMD dimensions of college students had significant statistical significance(P<0.05).After 12 weeks of interventions,the state of mind of anger,depression,panic dimension differences did not have significant statistical significance(3)After 12 weeks of intervention,students ' general self-efficacy scores from high to Low,followed by:basketball + pattern skipping group,pattern skipping + basketball group,pattern skipping group,basketball group,control group.The college students' state of mind in tension,anger,depression,TMD dimension score from high to low were:control group,pattern skipping group,basketball group,basketball + pattern skipping group,pattern skipping + basketball group;in the angry dimension score from high to Low:the control group,pattern skipping group,basketball group,basketball + pattern skipping group,pattern skipping + basketball group;in the energy dimension score from high to low order:basketball + pattern skipping group,pattern skipping + basketball group,basketball Group,pattern jump rope group,control group;in the panic dimension score from high to low are:basketball group,pattern skipping group,control group,basketball + pattern skipping group,pattern skipping + basketball group.(4)After the exercise intervention,there is a significant mediating effect of students' general self-efficacy in rope skipping exercise and the duration of interaction with the state of mind and a sense of self-esteem,and it is a fully mediated effect of 0.063;There is a part of significant mediating effect of general self-efficacy in the basketball + pattern skipping exercise and exercise duration interaction and tension,fatigue,energy,self-esteem,TMD these five state of mind between the state,the effect was-0.091,0.143,0.184,0.176,-0.167,and in the panic dimension there is a significant complete mediating effect,the effect is-0.062.There is a significant mediating effect of general self-efficacy in the pattern skipping + basketball exercise and exercise duration interaction and seven state of mind:tension,fatigue,depression,energy,panic,self-esteem,TMD,and are part The effect of mediation is-0.165,-0.171,-0.106,0.175,-0.105,0.167,-0.205 respectively.Research conclusions:1.The combined exercise project which lasted for 12 weeks,third times a week,30 minutes every time is better than single exercise project in terms of the psychological effects.In the combined exercise program,to play basketball and then fancy rope skipping can increase the positive mood of students.But if we change the exercise order,we found it decrease the negative mood of students.In the single exercise program,fancy rope skipping is better to improve students' general self-efficacy,and decrease the negative moods.However,basketball is better to increase students'positive mood states.2.The basketball exercise program which lasted for 12 weeks,three times a week,30 minutes every time is better than fancy rope skipping exercise program which lasted for 6 weeks,three times a week,30minutes every time in terms of the psychological effects of students.3.The sequence decreasingly on students' self-efficacy and mood states was exercise projects,exercise duration,and their interactions.4.Exercise duration,the interaction of exercise duration and exercise projects,and the combined exercise way not only influence students' mood state directly,but also influence their mood state by general self-efficacy. |
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