Research On The Influence Of "cognition-behavior" Intervention Based On The Cross-theoretical Model On The Physical Exercise Behavior Of Junior Middle School Students

Objective: to explore the influence of cognitive and behavioral intervention on physical exercise behavior of junior high school students by means of experimental intervention,so as to provide reference for promoting physical exercise behavior of middle school students.Methods: a questionnaire survey was conducted on the physical exercise behavior of 803 junior high school students in guanyun experimental middle school to analyze the physical exercise behavior and attitude of junior high school students.Ten male and female students were randomly selected from the three stages of pre-intention stage,intention stage and preparation stage,and divided into three groups for cognitive-behavioral intervention,among which 20 were in the pre-intention stage group(10 for each male and female),20 were in the intention stage group(10 for each male and female),and 20 were in the preparation stage group(10 for each male and female).Experimental intervention was performed once a week for 60 minutes for 8 weeks.The students of the three stages before and after the intervention filled in the physical exercise behavior questionnaire to understand the changes of the students’ physical exercise behavior before and after the intervention.Results :(1)the physical exercise of the students in grade one was poor.In the pre-intention stage and intention stage,that is,the number of students without physical exercise behavior is large,accounting for 56.66% of the total number of students surveyed.Students in the action phase of the physical exercise behavior phase are the least.Moreover,the physical exercise consciousness of boys in grade one was slightly better than that of girls in grade one(P<0.05).(2)in the five stages of physical exercise behavior of junior high school students,the factors affecting physical exercise behavior of junior high school students were different in gender,among which the gender difference between male and female students in each exercise behavior stage was more obvious(P<0.05).(3)there was a positive correlation between the self-efficacy of grade one students and the stage change of physical exercise behavior,that is,with the progressive development of each level of physical exercise behavior,students’ self-efficacy was also continuously enhanced(P<0.05).(4)students’ attitude towards physical exercise is directly proportional to their physical exercise behavior.Compared with students with a poor attitude towards physical exercise,students with a correct and positive attitude towards physical exercise have more regular implementation of their physical exercise behavior.This is also in line with the cross-theoretical model of change program indicators.(5)after the intervention of "cognitive-behavior" education in the cross-theoretical mode,it was found that students in the pre-intention stage,intention stage and preparation stage had better improvement in their attitudes and behaviors toward physical exercise(P<0.05).(6)after the intervention of "cognitive-behavior" education in the cross-theoretical mode,it was found that the physical activity time of the students in grade one after the intervention was improved to different degrees compared with that before the intervention,and the physical activity time of the students on the rest days was different(P<0.05).Conclusion: the transtheoretical model of cognitive behavioral intervention can effectively make the first stage of exercise behavior of the students to better the behavior of the phase transition,"cognitive behavior education intervention for eight weeks after the three stages of the students’ physical exercise behavior and attitude were increased in the stages of exercise behavior intention before and intention of the students have a better effect,but in preparation for students before and after the intervention on the phase behavior change,no difference.In terms of students’ self-efficacy,the self-efficacy of students in different exercise behavior stages was significantly improved after 8 weeks of intervention,while the change of students’ decision balance was not different.The physical activity time of the students increased significantly after the intervention.