A School Based Intervention Study On Middle School Students' Participation In Extracurricular Physical Activity

Background:According to the "National Physical Fitness Monitoring Bulletin" jointly issued by the State Sports General Administration and the Ministry of Education,compared with previous years,the physical quality of primary and middle school students in China has shown a steady trend,but students of all ages due to insufficient physical activity the incidence of chronic diseases such as obesity continues to rise,and the overall decline in physical health has not been fundamentally reversed.The important role of physical activity in promoting adolescents' physical health has been fully confirmed.The main purpose of this study is to sort out the research progress of adolescent physical activity intervention based on the social ecological model organization level.Based on this,develop intervention measures to test the organization based.The effectiveness of interventions at the level to promote the participation of adolescents in extracurricular physical activities.Method:Based on the social ecological model,quasi-experiment,a 10-week intervention for 160 junior high school students in Wuhan.Intervention materials were delivered by leaflet once a weak to experimental group participants.The intervention improves the physical activity level of junior high school students from the school sports environment and sports policy level,and increases the training opportunities to improve the level of junior high school students' participation in extracurricular physical activities.Participants were randomly divided into experimental group and control group.Before and after the intervention,the revised scale was used to test and collect relevant data(school sports environment,school sports policy,physical activity level).Results:(1)After the intervention experiment,the students' experimental level of sports environment cognition(t=-7.702,d=-1.06,P<0.01),policy cognition level(t=-6.225,d=-0.962,P<0.01),mean minutes of physical activity per day(t=-4.291,d=-0.674,P<0.01)and daily MET-weighted minutes(t=-5.050,d=-0.775,P<0.01)were significantly improved compared with pre-experimental;(2)After the intervention,experimental group Students' school sports environment cognition level(t=4.683,d=0.739,P<0.01),school sports policy cognition level(t=3.996,d=0.623,P<0.01),mean minutes of physical activity per day(t=5.201,d=0.816,P<0.01)and daily MET-weighted minutes(t=5.241,d=0.827,P<0.01),a very significant increase relative to the control group;(3)After the intervention experiment,the cognitive level of school sports policy in the experimental group(I-J=-0.369,P<0.05)was significantly different in gender,and the cognitive level of school sports environment(I-J=-0.251,P>0.05).The average daily activity time(I-J=5.514,P>0.05)and activity(I-J=43.329,P>0.05)were not statistically significant.The gender differences in the control group were not significant.;(4)Through repeated measures analysis of variance,it was found that there was a significant difference in the mean minutes of physical activity per day(F=12.313,P<0.01),daily MET-weighted minutes(F=14.279,P<0.01)and the school sports environment cognition(F=18.405,P<0.01)and school sports policy cognition(F=9.362,P<0.01)of the experimental group relative to the control group.Conclusion:This study initially explores the impact of school sports environment and policies on the participation of junior high school students in extracurricular physical activities.The intervention of school policy environment has obvious effects on improving the level of extracurricular physical activity in junior high school students.Students have an existing sports policy environment.Cognition is more in-depth and comprehensive,and the school sports culture atmosphere is optimized.