| Objective:Taking 680 junior middle school students to 13-15 years old in Hohhot as the research object,through the methods of questionnaire survey and students' physical health standard test,to analyze the correlation between family sports environment and students' sports ability,and to clarify the impact of family sports environment on sports ability.Method:680 junior middle school students from Huimin middle school,No.39 middle school,No.34 middle school and Tumet school in Hohhot,Inner Mongolia Autonomous Region were selected as the respondents.(1)Family sports environment survey:the questionnaire of family sports environment was used to collect the relevant data of family sports environment of junior middle school students.In October 2021,I entered the school for questionnaire distribution.The parents' questionnaire was filled in by the parents who took the students home.The questionnaire has 74 questions,including three lower scales of family sports behavior,physical and psychological environment.The higher the score,the better the family sports environment.Calculate the average values of the total score of family sports environment,family sports physical,behavioral and psychological environment,and divide the family sports environment into two intervals: better(higher than the average)and general(lower than the average).(2)Physical activity survey:the questionnaire on students' exercise behavior is used to collect the relevant data of students' physical activity,including the time,intensity,frequency and organizational form of participating in physical exercise.The amount of physical activity=intensity * time* frequency,with a score range of 0-100 points.According to the evaluation level standard are divided into student activity levels.(3)Exercise ability test:through the test of national students' physical health standard,collect the exercise ability related indicators of the respondents,including 50 m running,800 m running(female)/1000 m running(male),standing long jump,sitting forward flexion,pull up(male)/sit ups(female),etc.According to the national scoring standard for students' physical health,all sports abilities are scored in a standardized way.The total score of sports ability is obtained by adding the product of individual scores and weights,and the sports ability is evaluated as excellent,good,pass and fail.(4)SPSS software and one-way ANOVA were used to compare the differences of family sports environment and sports ability scores in different grades,different incomes and different educational levels;The differences of family sports environment and sports ability scores between genders and sports ability scores of students from families with different degrees of support were tested by independent sample t-test;The counting data between gender and grade were tested by chi square test.Pearson correlation analysis was used to analyze the correlation between family sports environment and sports ability;Amos software is used to establish the prediction model of the impact of family sports environment on sports ability,verify the fitting degree of the model,make qualitative and quantitative analysis and description of the family sports environment factors affecting sports ability,and the significance level is set as P<0.05.Outcome:1.The total score of the family sports environment: the first grade(188.22±22.08 points)is higher than the second grade(183.52±23.87points)and the third grade(181.98±23.20 points);the high-educated families(198.50±21.71 points)are higher than the middle-educated families(189.52±23.01 points)and the low-educated families(181.67±22.85 points);the high-income families(197.33±24.95 points)are higher than the middle-income(187.77± 23.11 points)and low-income households(180.50 ±22.79 points)were statistically significant(P<0.05).2.Three sub-scales of family sports environment:Among the total scores of family sports behavior environment,the first grade(119.32±16.54 points)was higher than that of the second grade(114.34±18.69 points)and the third grade(113.53±17.12 points),and the difference was significant(P<0.05).Families with high education(124.50±16.34 points)and middle education families(118.30±17.50 points)were higher than those with low education(114.00±17.71 points),and the difference was significant(P<0.05).The differences between high-income(119.10±15.65 points)and middle-income households(117.99±17.29points)were significant(P<0.05)than low-income families(113.29±18.23points).The overall score of the physical environment of family sports was higher than that of boys(23.23±9.91 points)than that of girls(21.64±8.89 points),and the differences were significant(P<0.05),high education(26.79±6.75 points)and secondary education families(25.02±9.73 points)were higher than those of low-educated families(21.11±9.07 points),and the difference was significant(P<0.05).The differences between high-income(26.79±9.81points)and middle-income households(23.49±8.89points)were higher than those of low-income families(20.65±9.11points),and the difference was significant(P<0.05).Among the total scores of the family sports psychological environment,the first grade(47.32±4.48 points)was higher than that of the third grade(44.59±4.05 points),and the second grade(46.57±4.80 points)was higher than that of the third grade(44.59±4.05 points),and the difference was significant(P<0.05).3.Physical activity:The overall score of the survey subjects was(27.62±20.71 points),and the corresponding exercise level was moderate exercise amount;boys(33.22±23.73 points)were higher than girls(22.78±16.23 points),and the first grade(29.68±21.82 points)was higher than that of the junior third(28.74±19.94 points),and the difference was significant(P<0.05).4.Athletic ability:50m running,sit-ups/pull-ups,800/1000 m running,standing long jump,sitting body forward flexion and other items,girls(95.5%,93.1%,77.6%,76.3%,90.1%)are significantly higher than boys(94.1%,9.4%,66.7%,71.9%,87.9%);in the total athletic ability score,girls(47.76±8.41 points)are higher than boys(42.26±9.85 points),There was a significant difference(P<0.05).In the 50 m event,the score of the second year of junior high school(77.62±14.65 points)was higher than that of the first year(72.61±19.28 points)and the third year of junior high school(75.26±15.68 points);In the long jump event,the score of the second year of junior high school(66.11±26.81 points)was higher than that of the first year(60.15±21.69 points).The junior high scores(66.15±12.12points)in the endurance running event were higher than those in the junior high(58.63±24.37 points)and the junior high(53.95±27.61 points).In the pull-up items,the scores of the second grade(20.45±21.83 points)and the third grade(17.49±22.91 points)were higher than those in the first year(15.29±22.69 points),and the difference was statistically significant(P<0.05).In the 50 m running event,the score of the second grade(74.62±14.65 points)was higher than that of the first year(69.73±14.45 points)and the third year of junior high school(71.26±15.68 points),and the difference between the second year score(73.74±21.56 points)was higher than that of the first year(64.11±23.26points)and the third year(70.69±20.17 points),and the difference was statistically significant(P<0.05).5.The relationship between family sports environment and sports ability:the sports ability score of students with good family sports environment support(46.83±8.57 points)is higher than that of students with general support(43.65±10.09 points),and the differences of the three lower scales are significant(P<0.05);The correlation coefficients of family sports behavior,sports physics,psychological environment and sports ability were 0.467,0.438 and 0.228 respectively(P<0.01).6.The influence of family sports environment on sports ability:after correction,the model fitting absolute effect index square value=467.133(P<0.05),GFI=0.940,AGFI=0.924,NFI=0.933,TLI=0.930,CFI=0.941,RMSEA=0.040,and the model fitting degree is great.Between family sports environment and sports ability:the path coefficients of sports ability expectation,competitive sports equipment,physical activity model and behavior support to sports ability are 0.17,0.39,0.34 and 0.43respectively;Between the family sports environment and the amount of sports activities:the path coefficients of sports ability expectation,competitive sports equipment,physical activity example,behavior support and logistics support to exercise behavior are 0.20,0.54,0.47,0.41 and0.33 respectively;The path coefficient between students' physical activity and sports ability is 0.53.Conclusion:1.There is a significant positive correlation between family sports environment and sports ability.The better the family sports environment(family sports behavior environment,family sports physical environment and family sports psychological environment),the higher the score of students' sports ability.2.The supportive environment provided by parents(physical activity model,behavior support,competitive sports equipment and sports ability expectation)can positively predict teenagers' sports ability.Family sports behavior environment has the greatest impact,followed by family sports physical environment,and family sports psychological environment has the least impact.3.The amount of physical activity is the intermediary variable of the causal structural equation model of family sports environment and sports ability. |
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