Pub Date : 2022-02-01DOI: 10.18122/ijpah.020117.boisestate
Yani Cui, Hongying Wang
The purpose of this study was to explore the quality of community sports distribution service through the evaluation and satisfaction of the elderly in Yangpu District of Shanghai on the quality of community sports service and explore the relationship between the quality of community sports distribution service, satisfaction, and behavioral intention. Data were collected by using surveys and analyzed using mathematical statistics. The survey refers to SERVPERF model to design a six-dimension, intermediary variable satisfaction and behavioral intention five-point scale for the service quality of community sports distribution. The sample size was 261. SPSS25.0 was used to conduct data analysis. Reliability and validity test and correlation analysis of service quality and satisfaction and behavior intention of the elderly were conducted. The Cronbach's Alpha value of the scale was 0.932. The KMO value was above 0.8, and Bartlett sphericity test was significant, indicating high reliability and validity of the scale. The analysis results showed that the mean values of the six dimensions of service quality and satisfaction were higher than 4.2, indicating that the elderly had a high evaluation of community sports distribution service quality. Community sports service delivery service quality dimensions and satisfaction and behavior intention between different degree of correlation, in addition to the tangibility of community sports service reliability of distribution service quality, responsiveness, assurance, empathy, and practicality for older people to participate in community sports service satisfaction and behavior intention of distribution had significant positive correlations. More women than men participated in community sports service delivery among the elderly since most of the delivery items are dance and martial arts. The elderly had a good participation in community sports service distribution, with the frequency and duration of weekly participation basically meeting the requirements of China's sports population within 4-5 years. They had more than 30 minutes of moderate intensity training at least three times a week. According to the evaluation and satisfaction of the elderly on the service quality of community sports service delivery, community sports service delivery was of high service quality. The service quality of community sports service delivery had a positive impact on the sustainability of elderly people's participation in community sports service delivery, and they were willing to recommend it to people around them to participate. Community sports service distribution activities should be publicized and promoted on the Internet so that more people can participate in the willingness.
{"title":"Quality of Community Sports Service Distribution and Behavior Intention of the Elderly","authors":"Yani Cui, Hongying Wang","doi":"10.18122/ijpah.020117.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020117.boisestate","url":null,"abstract":"The purpose of this study was to explore the quality of community sports distribution service through the evaluation and satisfaction of the elderly in Yangpu District of Shanghai on the quality of community sports service and explore the relationship between the quality of community sports distribution service, satisfaction, and behavioral intention. Data were collected by using surveys and analyzed using mathematical statistics. The survey refers to SERVPERF model to design a six-dimension, intermediary variable satisfaction and behavioral intention five-point scale for the service quality of community sports distribution. The sample size was 261. SPSS25.0 was used to conduct data analysis. Reliability and validity test and correlation analysis of service quality and satisfaction and behavior intention of the elderly were conducted. The Cronbach's Alpha value of the scale was 0.932. The KMO value was above 0.8, and Bartlett sphericity test was significant, indicating high reliability and validity of the scale. The analysis results showed that the mean values of the six dimensions of service quality and satisfaction were higher than 4.2, indicating that the elderly had a high evaluation of community sports distribution service quality. Community sports service delivery service quality dimensions and satisfaction and behavior intention between different degree of correlation, in addition to the tangibility of community sports service reliability of distribution service quality, responsiveness, assurance, empathy, and practicality for older people to participate in community sports service satisfaction and behavior intention of distribution had significant positive correlations. More women than men participated in community sports service delivery among the elderly since most of the delivery items are dance and martial arts. The elderly had a good participation in community sports service distribution, with the frequency and duration of weekly participation basically meeting the requirements of China's sports population within 4-5 years. They had more than 30 minutes of moderate intensity training at least three times a week. According to the evaluation and satisfaction of the elderly on the service quality of community sports service delivery, community sports service delivery was of high service quality. The service quality of community sports service delivery had a positive impact on the sustainability of elderly people's participation in community sports service delivery, and they were willing to recommend it to people around them to participate. Community sports service distribution activities should be publicized and promoted on the Internet so that more people can participate in the willingness.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46192425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020108.boisestate
Nie Feng, Chu Hangyu, Ji Chenyu
The purpose of this study was to promote the development of PE curriculum theory and practice. Literature review method and logical analysis were used in this study. The results showed that physical education curriculum and teaching related ideas are based on optimizing the teaching theory system of integrated physical education. At the macro theoretical guidance level, moral education is the theoretical basis for the construction of sports related curriculum education and teaching ideology. In terms of setting and construction, lifelong physical education is the theoretical basis of school physical education curriculum education and teaching system construction. In the overall construction, we should not only set up a reasonable framework, but also optimize and incorporate high-quality course teaching resources. On the practical level, physical education teaching refers to the relatively stable structure and procedure of physical education activities established under the guidance of certain teaching ideas or teaching theories, which is the theoretical basis for the practice of physical education teaching system. Physical education teaching practice system is the ultimate embodiment of physical education teaching implementation on the basis of physical education teaching ideology and construction system. Based on different groups and different types of physical education courses, the practice path and effect are optimized and integrated, and efficient and feasible physical education teaching practice system is constructed.
{"title":"Theoretical Analysis on the Optimization and Integration of College PE Curriculum Education and Teaching System","authors":"Nie Feng, Chu Hangyu, Ji Chenyu","doi":"10.18122/ijpah.020108.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020108.boisestate","url":null,"abstract":"The purpose of this study was to promote the development of PE curriculum theory and practice. Literature review method and logical analysis were used in this study. The results showed that physical education curriculum and teaching related ideas are based on optimizing the teaching theory system of integrated physical education. At the macro theoretical guidance level, moral education is the theoretical basis for the construction of sports related curriculum education and teaching ideology. In terms of setting and construction, lifelong physical education is the theoretical basis of school physical education curriculum education and teaching system construction. In the overall construction, we should not only set up a reasonable framework, but also optimize and incorporate high-quality course teaching resources. On the practical level, physical education teaching refers to the relatively stable structure and procedure of physical education activities established under the guidance of certain teaching ideas or teaching theories, which is the theoretical basis for the practice of physical education teaching system. Physical education teaching practice system is the ultimate embodiment of physical education teaching implementation on the basis of physical education teaching ideology and construction system. Based on different groups and different types of physical education courses, the practice path and effect are optimized and integrated, and efficient and feasible physical education teaching practice system is constructed.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47770884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020115.boisestate
Ming Yan, Z. Yin
Recently, the physical health problems of children in China have attracted extensive attention. The education department has issued a notice on further strengthening the physical health management of primary and secondary schools. Many studies have shown that physical exercise function training has unique advantages in promoting the healthy development of students' physique and is unaffected by venues or weather. This study aims to explore and verify the intervention effect of physical exercise function training on students’ physical health indicators, including physical shape, function, and quality. It also intends to practically explore the improvement of students' physical health status and expand their physical education and health curriculum. Sixty-four elementary school students were selected to participate in the experiment: 32 were in the experimental group and 32 in the control group. The experiment was conducted three times a week for 10 weeks. The experimental group performed physical exercise function training teaching. The control group underwent routine PE teaching. Before and after the experiment, the compulsory indexes of Grade 4 in the national physical health standard for students (revised in 2014) were selected for the test, including height, weight, vital capacity, 50m running, sitting forward flexion, 1-minute rope skipping, and 1-minute sit-ups. Body shape, physical function, and physical quality of the two groups were measured and analyzed. Independent sample t-tests showed that there was no significant difference in body shape, physical function, and physical quality between the two groups before the experiment, and no statistically significant difference in body shape between the experimental and control groups after the experiment (p > 0.05). The tests also showed that the physical function of the experimental group improved significantly compared to the control group after the experiment (t lung capacity = -2.346, p = 0.022). The experimental group improved significantly more than the control group in the 50m running, 1-minute rope skipping, and 1-minute sit-ups (t 50m running = -2.192, p = 0.032; t 1-minute rope skipping = 2.071, p = 0.043; t 1-minute sit ups = 2.035, p = 0.046). No statistically significant difference was found in sitting forward flexion between the experimental and control groups after the experiment (t sitting forward flexion = 1.555, p = 0.125). The exercise intervention has no effects on improving primary school students’ body shape. However, it has a significant effect on improving their physical function, and their vital capacity is significantly enhanced. The intervention effectively improved students’ 50m running, 1-minute rope skipping, and 1-minute sit-ups performance. In the control group, the physical health levels were slightly improved in routine physical education teaching. Therefore, designing a special physical exercise function training
{"title":"Experimental Study on Effects of Physical Exercise Function Training on Physical Health of Primary School Students","authors":"Ming Yan, Z. Yin","doi":"10.18122/ijpah.020115.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020115.boisestate","url":null,"abstract":"Recently, the physical health problems of children in China have attracted extensive attention. The education department has issued \u0000 a notice on further strengthening the physical health management of primary and secondary schools. Many studies have shown that \u0000 physical exercise function training has unique advantages in promoting the healthy development of students' physique and is \u0000 unaffected by venues or weather. This study aims to explore and verify the intervention effect of physical exercise function \u0000 training on students’ physical health indicators, including physical shape, function, and quality. It also intends to practically \u0000 explore the improvement of students' physical health status and expand their physical education and health curriculum. Sixty-four \u0000 elementary school students were selected to participate in the experiment: 32 were in the experimental group and 32 in the control \u0000 group. The experiment was conducted three times a week for 10 weeks. The experimental group performed physical exercise function \u0000 training teaching. The control group underwent routine PE teaching. Before and after the experiment, the compulsory indexes of \u0000 Grade 4 in the national physical health standard for students (revised in 2014) were selected for the test, including height, \u0000 weight, vital capacity, 50m running, sitting forward flexion, 1-minute rope skipping, and 1-minute sit-ups. Body shape, physical \u0000 function, and physical quality of the two groups were measured and analyzed. Independent sample t-tests showed that there was no \u0000 significant difference in body shape, physical function, and physical quality between the two groups before the experiment, and \u0000 no statistically significant difference in body shape between the experimental and control groups after the experiment \u0000 (p > 0.05). The tests also showed that the physical function of the experimental group improved significantly \u0000 compared to the control group after the experiment (t lung capacity = -2.346, p = 0.022). The experimental group \u0000 improved significantly more than the control group in the 50m running, 1-minute rope skipping, and 1-minute sit-ups (t 50m \u0000 running = -2.192, p = 0.032; t 1-minute rope skipping = 2.071, p = 0.043; t 1-minute sit \u0000 ups = 2.035, p = 0.046). No statistically significant difference was found in sitting forward flexion between the \u0000 experimental and control groups after the experiment (t sitting forward flexion = 1.555, p = 0.125). The exercise \u0000 intervention has no effects on improving primary school students’ body shape. However, it has a significant effect on improving \u0000 their physical function, and their vital capacity is significantly enhanced. The intervention effectively improved students’ 50m \u0000 running, 1-minute rope skipping, and 1-minute sit-ups performance. In the control group, the physical health levels were\u0000 slightly improved in routine physical education teaching. Therefore, designing a special physical exercise function training \u0000 ","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46826949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020113.boisestate
Bang Wang, Hongying Wang
Exercise is important to counteract negative physical and emotional effects of breast cancer treatments. Dragon boating, a traditional sports event in China, has become a popular rehabilitation methods of breast cancer. This study examines effects of a dragon boating intervention on physical functioning and psychological health in breast cancer survivors. Breast cancer survivors (N = 40) were randomly assigned to an intervention (n = 20) or control group (n = 20). The intervention group participated in a dragon boating intervention twice a week over a period of 14 weeks, with each lasted for 75 minutes and at a rate of stroke < 60t/min. The control group received no intervention. Patients from both groups were measured at during 1 and 14 weeks on levels of physical functioning (30s arm curls for upper limb strength, shoulder range of motion for upper limb flexibility, 30s sit to stand for lower limb strength, sit and reach for lower limb flexibility, 4m leg lifting for aerobic endurance, and arm circumference for body circumference) and psychological health including self-efficacy (measured by German General-Self-Efficacy Scale), stress (by Perceived Stress Questionnaire; PSQ20), and fear and depression (by Hospital Depression Scale). Comparing pre- to post- intervention data, significant improvements were found for the upper limb strength test (+7.15%; p = 0.023), upper limb flexibility (+ 11.6%; p = 0.008) and aerobic endurance (+9.25; p = 0.009) in the dragon boating group. No changes in patient-reported outcomes, lower limb function and body circumference were observed following the 14 weeks study period in both groups (p > 0.05). Data analyses also showed a significant difference between both groups regarding the subscale "joy" (p = .018). Several significant results within the intervention group were seen in self-efficacy (p = .014), fear (p = .009) and the overall score for fear and depression (p = .043). Both groups improved significantly within "worries" (pintervention = .006, pcontrol = .019) and the PSQ20 overall score (both ps = .005). The control group also significantly improved in the subscale for "demands" (p = .019). Our study showed that dragon boating intervention yielded significant improvements in upper limb strength, flexibility, aerobic endurance, and mental health level but not lower limb physical fitness, body circumference, or quality of life. The dragon boating alone may not be considered as being comprehensively effective enough to help breast cancer survivors regarding relevant physical and psychological issues, but it might be an important supplement within follow-up care. Future efforts may explore the effect of dragon boating intervention with different intensities on rehabilitation effect.
{"title":"Effects of Dragon Boating Intervention on Physical Function and Psychological Health of Breast Cancer Survivors","authors":"Bang Wang, Hongying Wang","doi":"10.18122/ijpah.020113.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020113.boisestate","url":null,"abstract":"Exercise is important to counteract negative physical and emotional effects of breast cancer treatments. Dragon boating, \u0000 a traditional sports event in China, has become a popular rehabilitation methods of breast cancer. This study examines effects \u0000 of a dragon boating intervention on physical functioning and psychological health in breast cancer survivors. Breast cancer \u0000 survivors (N = 40) were randomly assigned to an intervention (n = 20) or control group (n = 20). The intervention group \u0000 participated in a dragon boating intervention twice a week over a period of 14 weeks, with each lasted for 75 minutes and \u0000 at a rate of stroke < 60t/min. The control group received no intervention. Patients from both groups were measured at \u0000 during 1 and 14 weeks on levels of physical functioning (30s arm curls for upper limb strength, shoulder range of motion \u0000 for upper limb flexibility, 30s sit to stand for lower limb strength, sit and reach for lower limb flexibility, 4m leg \u0000 lifting for aerobic endurance, and arm circumference for body circumference) and psychological health including self-efficacy \u0000 (measured by German General-Self-Efficacy Scale), stress (by Perceived Stress Questionnaire; PSQ20), and fear and depression \u0000 (by Hospital Depression Scale). Comparing pre- to post- intervention data, significant improvements were found for the upper \u0000 limb strength test (+7.15%; p = 0.023), upper limb flexibility (+ 11.6%; p = 0.008) and aerobic endurance \u0000 (+9.25; p = 0.009) in the dragon boating group. No changes in patient-reported outcomes, lower limb function \u0000 and body circumference were observed following the 14 weeks study period in both groups (p > 0.05). Data analyses \u0000 also showed a significant difference between both groups regarding the subscale \"joy\" (p = .018). Several significant \u0000 results within the intervention group were seen in self-efficacy (p = .014), fear (p = .009) and \u0000 the overall score for fear and depression (p = .043). Both groups improved significantly within \"worries\" \u0000 (pintervention = .006, pcontrol = .019) and the PSQ20 overall score \u0000 (both ps = .005). The control group also significantly improved in the subscale for \"demands\" (p = .019). \u0000 Our study showed that dragon boating intervention yielded significant improvements in upper limb strength, flexibility, aerobic \u0000 endurance, and mental health level but not lower limb physical fitness, body circumference, or quality of life. The dragon boating \u0000 alone may not be considered as being comprehensively effective enough to help breast cancer survivors regarding relevant physical \u0000 and psychological issues, but it might be an important supplement within follow-up care. Future efforts may explore the effect of \u0000 dragon boating intervention with different intensities on rehabilitation effect.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44396895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020110.boisestate
Liangshan Dong, Bo Shen, J. Bo, Yanli Pang, Yu Song
Autism Spectrum Disorders (ASD) is urodevelopmental disorder characterized by social and communication impairments as well as a wide range of behavior deficits. For years, motor disturbance reported in ASD has not been treated as a major core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that motor deficits are associated with the core symptoms of ASD. Because limited studies have addressed motor behavior of children with ASD, especially in China, the purpose of this study is to explore the development of fundamental movement skills in children with ASD and compare it to that of typically developing (TD) children. A total of 108 children with ASD aged 5-14 years and 108 age- and gender-matched TD children were evaluated. FMS were assessed with the Movement Assessment Battery for Children 2nd edition (MABC-2) including manual dexterity, aiming and catching, static and dynamic balance, and overall motor skills. The results included: (1) The development of FMS of children with ASD was significantly behind that of the children with TD at the same age. About 80% of children with ASD experienced motor difficulty or were at risk for motor delay. (2) Children with ASD showed significantly lower standard scores than typically developing children at the same age on manual dexterity, ball skills, and static and dynamic balance and overall MABC-2 scores (all p < 0.001), and there was no significant gender difference (all p > 0.05). Besides the core areas of developmental deficits described in the diagnostic manual for ASD, clinicians should assess motor deficits when diagnosing and treating children with ASD. Evidence-based interventions on FMS should be introduced when motor deficits are present.
{"title":"A Comparison of Fundamental Movement Skills in Children with Autism Spectrum Disorder and Typically Developing Children","authors":"Liangshan Dong, Bo Shen, J. Bo, Yanli Pang, Yu Song","doi":"10.18122/ijpah.020110.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020110.boisestate","url":null,"abstract":"Autism Spectrum Disorders (ASD) is urodevelopmental disorder characterized by social and communication impairments as \u0000 well as a wide range of behavior deficits. For years, motor disturbance reported in ASD has not been treated as a major \u0000 core deficit because of the overwhelming problems in sociability and communication. Recent studies, however, reveal that \u0000 motor deficits are associated with the core symptoms of ASD. Because limited studies have addressed motor behavior of \u0000 children with ASD, especially in China, the purpose of this study is to explore the development of fundamental movement \u0000 skills in children with ASD and compare it to that of typically developing (TD) children. A total of 108 children with \u0000 ASD aged 5-14 years and 108 age- and gender-matched TD children were evaluated. FMS were assessed with the Movement \u0000 Assessment Battery for Children 2nd edition (MABC-2) including manual dexterity, aiming and catching, static and \u0000 dynamic balance, and overall motor skills. The results included: (1) The development of FMS of children with ASD \u0000 was significantly behind that of the children with TD at the same age. About 80% of children with ASD experienced \u0000 motor difficulty or were at risk for motor delay. (2) Children with ASD showed significantly lower standard scores \u0000 than typically developing children at the same age on manual dexterity, ball skills, and static and dynamic balance \u0000 and overall MABC-2 scores (all p < 0.001), and there was no significant gender difference \u0000 (all p > 0.05). Besides the core areas of developmental deficits described in the diagnostic manual \u0000 for ASD, clinicians should assess motor deficits when diagnosing and treating children with ASD. Evidence-based interventions \u0000 on FMS should be introduced when motor deficits are present.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42539690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020135.boisestate
Chuhao Li, Lin Chen, Y. Xiang, Yongshen Lu, Shiwei Mo
This study aimed to understand the effects of adopting peer support in physical education (PE) class on university students’ body composition and circumference. Two university PE classes were recruited and assigned randomly to class with peer support (CWP; n=41; 8 underweight, 23 normal weight, 5 overweight, and 5 obesity; mean age=19.6±1.3yrs; height=169.5±8.0 cm) or class without peer support (CWOP; n=41; 9 underweight, 23 normal weight, 4 overweight, 5 obesity; mean age=19.3±1.1yrs; height=169.1±6.7 cm). Both classes adopted 16 weeks the same bodyweight management program for fitness promotion for 90 min/session/week (15 min warm-up, 60 min main training, 15 min cool-down). Students in CWP were asked to group with 2-3 students and required to train in the same group throughout the program, while students in CWOP were asked to train individually. The two classes were coached by the same teacher and held in the same semester. Body composition (InBody320, South Korea) and circumference metrics (waist and hip circumferences, waist-to-hip ratio [WHR], body adiposity index [BAI]) were obtained before and after the program and statistically analyzed using repeated measures ANOVA. Weekly training frequency and duration after class were obtained using questionnaire and compared using t-tests. Results showed that the proportion of students in abnormal weight is significantly reduced only in CWP (χ2=10.7, P=0.013). Body mass (F=5.96, P=0.017) and body mass index (F=4.40, P=0.039) significantly reduced in both classes, and changes in muscle mass and body fat percentage were greater in CWP (45.1±8.9kg vs. 46.0±9.1kg, P<0.001, Cohen’s d=0.10; 19.8%±8.0% vs. 18.4%±8.3%, P=0.002, Cohen’s d=0.18) than CWOP (45.8±7.8kg vs. 45.6±8.0kg, P=0.42; 19.9%±7.3% vs. 19.6%±7.3%, P=0.23). Further, waist circumference, WHR, and BAI were significantly reduced in both groups, and BAI changes were greater in CWP (25.01±3.44 vs. 24.06±3.08, P<0.001, Cohen’s d=0.29) than CWOP (24.29±3.53 vs. 24.08±3.34, P=0.42). Finally, CWP group trained longer (3.2±0.9hrs vs. 1.6±0.8hrs, P=0.003, Cohen’s d=1.88) and more frequently (2.6±1.3 vs. 1.3±2.1, P<0.001, Cohen’s d=0.74) than their counterparts. University students benefited from the 16-week PE class with reduced body composition and circumference. However, CWP group showed greater changes. Accordingly, social support from a peer can enhance motivation, such as elders with a partner would more likely be active. Meanwhile, students with a peer would have longer training duration and higher training frequency. Thus, peer support affects training habits and benefits students in body composition and circumference. PE teachers are encouraged to adopt peer support in their classes for fitness promotion.
本研究旨在了解在体育课堂中采用同伴支持对大学生身体成分和围度的影响。招募两个大学体育班，随机分配到同伴支持班(CWP;n = 41;体重过轻8人，正常体重23人，超重5人，肥胖5人;平均年龄为19.6±1.3岁;身高=169.5±8.0 cm)或没有同伴支持的班级(CWOP;n = 41;体重过轻9人，正常体重23人，超重4人，肥胖5人;平均年龄为19.3±1.1岁;身高= 169.1±6.7厘米)。两个班都采用了16周相同的体重管理计划来促进健康，每次90分钟/周(15分钟热身，60分钟主要训练，15分钟冷却)。CWP的学生被要求与2-3名学生分组，并要求在整个项目中进行同一组训练，而CWP的学生被要求单独训练。这两个班由同一位老师指导，在同一学期举行。获得项目前后的身体组成(InBody320，韩国)和围度指标(腰臀围、腰臀比[WHR]、体脂指数[BAI])，采用重复测量方差分析进行统计学分析。每周训练频率和课后持续时间采用问卷调查法，采用t检验进行比较。结果显示，体重异常的学生比例仅在CWP中有显著降低(χ2=10.7, P=0.013)。两组的体重(F=5.96, P=0.017)和体重指数(F=4.40, P=0.039)均显著降低，CWP组的肌肉质量和体脂率变化更大(45.1±8.9kg vs 46.0±9.1kg, P<0.001, Cohen’s d=0.10);19.8%±8.0%比18.4%±8.3%,P = 0.002,科恩比CWOP d = 0.18)(45.8±7.8公斤与45.6±8.0公斤,P = 0.42;19.9%±7.3% vs. 19.6%±7.3%，P=0.23)。此外，两组患者的腰围、腰宽比和BAI均显著降低，且CWP组患者的BAI变化(25.01±3.44比24.06±3.08,P<0.001, Cohen’s d=0.29)大于CWP组(24.29±3.53比24.08±3.34,P=0.42)。最后，CWP组训练时间更长(3.2±0.9小时比1.6±0.8小时，P=0.003, Cohen’s d=1.88)，训练频率更高(2.6±1.3比1.3±2.1,P<0.001, Cohen’s d=0.74)。大学生从为期16周的体育课中受益，他们的身体成分和周长都有所减少。而CWP组变化更大。因此，来自同伴的社会支持可以增强动力，比如有同伴的长辈会更积极。与此同时，有同伴的学生训练时间更长，训练频率更高。因此，同伴支持影响训练习惯，有利于学生的身体组成和围度。鼓励体育教师在课堂上采用同伴支持的方式促进健康。
{"title":"Effects of Peer Support on Body Composition and Circumference in Chinese University Students","authors":"Chuhao Li, Lin Chen, Y. Xiang, Yongshen Lu, Shiwei Mo","doi":"10.18122/ijpah.020135.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020135.boisestate","url":null,"abstract":"This study aimed to understand the effects of adopting peer support in physical education (PE) class on university students’ body composition \u0000 and circumference. Two university PE classes were recruited and assigned randomly to class with peer support (CWP; n=41; 8 underweight, 23 \u0000 normal weight, 5 overweight, and 5 obesity; mean age=19.6±1.3yrs; height=169.5±8.0 cm) or class without peer support (CWOP; n=41; 9 \u0000 underweight, 23 normal weight, 4 overweight, 5 obesity; mean age=19.3±1.1yrs; height=169.1±6.7 cm). Both classes adopted 16 weeks the \u0000 same bodyweight management program for fitness promotion for 90 min/session/week (15 min warm-up, 60 min main training, 15 min cool-down). \u0000 Students in CWP were asked to group with 2-3 students and required to train in the same group throughout the program, while students in \u0000 CWOP were asked to train individually. The two classes were coached by the same teacher and held in the same semester. Body composition \u0000 (InBody320, South Korea) and circumference metrics (waist and hip circumferences, waist-to-hip ratio [WHR], body adiposity index [BAI]) \u0000 were obtained before and after the program and statistically analyzed using repeated measures ANOVA. Weekly training frequency and duration \u0000 after class were obtained using questionnaire and compared using t-tests. Results showed that the proportion of students in abnormal weight \u0000 is significantly reduced only in CWP (χ2=10.7, P=0.013). Body mass (F=5.96, P=0.017) and body mass index (F=4.40, P=0.039) \u0000 significantly reduced in both classes, and changes in muscle mass and body fat percentage were greater in CWP (45.1±8.9kg vs. 46.0±9.1kg, \u0000 P<0.001, Cohen’s d=0.10; 19.8%±8.0% vs. 18.4%±8.3%, P=0.002, Cohen’s d=0.18) than CWOP (45.8±7.8kg vs. 45.6±8.0kg, P=0.42; 19.9%±7.3% vs. \u0000 19.6%±7.3%, P=0.23). Further, waist circumference, WHR, and BAI were significantly reduced in both groups, and BAI changes were greater \u0000 in CWP (25.01±3.44 vs. 24.06±3.08, P<0.001, Cohen’s d=0.29) than CWOP (24.29±3.53 vs. 24.08±3.34, P=0.42). Finally, CWP group trained \u0000 longer (3.2±0.9hrs vs. 1.6±0.8hrs, P=0.003, Cohen’s d=1.88) and more frequently (2.6±1.3 vs. 1.3±2.1, P<0.001, Cohen’s d=0.74) than \u0000 their counterparts. University students benefited from the 16-week PE class with reduced body composition and circumference. However, \u0000 CWP group showed greater changes. Accordingly, social support from a peer can enhance motivation, such as elders with a partner would \u0000 more likely be active. Meanwhile, students with a peer would have longer training duration and higher training frequency. Thus, peer \u0000 support affects training habits and benefits students in body composition and circumference. PE teachers are encouraged to adopt peer \u0000 support in their classes for fitness promotion.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42977705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020103.boisestate
Yuanhui Zhao, Wen Wang, Fang Gao, Bowen Cui, Chun Hu, Wenlang Yu, Mengdie Wang, Hong Ren
The COVID-19 pandemic has seriously increased anxiety prevalence among the public, including Chinese college students. However, many exercises cannot be performed as usual under the stay-at-home order. The purpose of this study was to evaluate and compare the effect of personalized individual aerobic-exercise and resistance-training prescriptions on anxiety in college students during the COVID-19. This was a 12-week three-arm randomized control trial using the intention-to-treat principle. Sixty-six college students with anxiety were recruited and randomized into aerobic-exercise (AE), resistance-training (RT), and health-education group (HE). AE and RT groups also received health education. Measures on anxiety and physical activity included Zung Self-Rating Anxiety Scale (SAS), Chinese College Students Mental Health Scale - Anxiety Subscale (CCSMHS-AS) and International Physical Activity Questionnaire-Short Form (IPAQ-SF). All data were collected at the baseline, 4, 8, 12 weeks and 4-week post-intervention. All participants completed the intervention and measurements. The mean (SD) of SAS, CCSMHS-AS score and physical activity was 56.36 (5.63), 19.27 (4.56), 1306.57 (1421.19) (met-min/week). After the intervention, 78.79% of anxiety participants improved from anxiety to “normal”. Participants in all groups showed a statistically and clinically significant improvement after 12-week intervention (p < 0.001). Moreover, such improvement was well-maintained in RT and HE group as there were no significant differences in SAS and CCSMHS-AS at 4-week post-intervention compared to 12 weeks (p > 0.05). However, the SAS score of participants in AE group showed a significant increase during the 4 weeks after intervention (p < 0.05). No significant differences were observed in the effect of AE and RT on anxiety at each time-point (p > 0.05). PA of participants in AE and RT group represented a significant improvement at 4-week post-intervention compared to baseline (p < 0.01). Personalized individual aerobic-exercise and resistance-training combined with health-education resulted in a similar effect on reducing anxiety and improving physical activity, and the effect was better than health education alone. Furthermore, the effect of resistance-training and health-education on reducing anxiety was more stable than that of aerobic-exercise. We recommended 45- to 60-minute home-based individual exercise (including 30- to 40-minute main exercise) with progressive moderate-to-high intensity, 3 times/week for at least 12 weeks for those students with anxiety during the COVID-19 pandemic.
{"title":"Effects of Personalized Aerobic-Exercise and Resistance-Training Prescriptions on College Students with Anxiety During the COVID-19","authors":"Yuanhui Zhao, Wen Wang, Fang Gao, Bowen Cui, Chun Hu, Wenlang Yu, Mengdie Wang, Hong Ren","doi":"10.18122/ijpah.020103.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020103.boisestate","url":null,"abstract":"The COVID-19 pandemic has seriously increased anxiety prevalence among the public, including Chinese college students. However, \u0000 many exercises cannot be performed as usual under the stay-at-home order. The purpose of this study was to evaluate and compare \u0000 the effect of personalized individual aerobic-exercise and resistance-training prescriptions on anxiety in college students \u0000 during the COVID-19. This was a 12-week three-arm randomized control trial using the intention-to-treat principle. Sixty-six \u0000 college students with anxiety were recruited and randomized into aerobic-exercise (AE), resistance-training (RT), and \u0000 health-education group (HE). AE and RT groups also received health education. Measures on anxiety and physical activity \u0000 included Zung Self-Rating Anxiety Scale (SAS), Chinese College Students Mental Health Scale - Anxiety Subscale (CCSMHS-AS) and \u0000 International Physical Activity Questionnaire-Short Form (IPAQ-SF). All data were collected at the baseline, 4, 8, 12 weeks and \u0000 4-week post-intervention. All participants completed the intervention and measurements. The mean (SD) of SAS, CCSMHS-AS score \u0000 and physical activity was 56.36 (5.63), 19.27 (4.56), 1306.57 (1421.19) (met-min/week). After the intervention, 78.79% of \u0000 anxiety participants improved from anxiety to “normal”. Participants in all groups showed a statistically and clinically \u0000 significant improvement after 12-week intervention (p < 0.001). Moreover, such improvement was well-maintained in RT and HE \u0000 group as there were no significant differences in SAS and CCSMHS-AS at 4-week post-intervention compared to 12 weeks (p > 0.05). \u0000 However, the SAS score of participants in AE group showed a significant increase during the 4 weeks after intervention \u0000 (p < 0.05). No significant differences were observed in the effect of AE and RT on anxiety at each time-point (p > 0.05). \u0000 PA of participants in AE and RT group represented a significant improvement at 4-week post-intervention compared to baseline \u0000 (p < 0.01). Personalized individual aerobic-exercise and resistance-training combined with health-education resulted in a \u0000 similar effect on reducing anxiety and improving physical activity, and the effect was better than health education alone. \u0000 Furthermore, the effect of resistance-training and health-education on reducing anxiety was more stable than that of \u0000 aerobic-exercise. We recommended 45- to 60-minute home-based individual exercise (including 30- to 40-minute main exercise) \u0000 with progressive moderate-to-high intensity, 3 times/week for at least 12 weeks for those students with anxiety during the \u0000 COVID-19 pandemic.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44737143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020101boisestate
Xue Wan, Haohui Liu, Z. Yin
The purpose of this study was twofold: 1) review research results of health education in China and help readers gain a better understanding of the current profiles of research in health education curriculum and 2) provide a theoretical basis for future research in health education curriculum. Using key words such as health education curriculum on Chinese National Knowledge Infrastructure (CNKI), we searched and finally obtained 7287 articles. By using the visual analysis function of CNKI, we also analyzed the overall trend of research in Health Education Curriculum. Review of the articles found that the overall trend of research in health education curriculum in China has been growing since 1987, and has been growing at a steady rate since 2000. At present, the health education curriculum in China mainly consists of two forms: One is as part of physical education and health curriculum. The content generally focus on health knowledge, health habits, health concepts, and sports injury management and prevention in sports; The other form is a separate health education course. Its content generally includes mental health and health habits etc. At present, implementation of health education curriculum in China is mainly influenced by course time, teachers' ability and evaluation mechanism. In the current research field of health education curriculum evaluation, there are more studies related to mental health curriculum evaluation, and the research in this area is mostly based on the construction of evaluation models, and more mature research results have been formed. However, the research on the evaluation of health education curriculum in physical education and health curriculum is relatively weak. Based on the progress of current research, future studies in health education curriculum should be carried out in the following aspects: 1) curriculum content: focusing on epidemic prevention and control theory and practice; 2) curriculum implementation: development of physical education teachers' health knowledge literacy; and 3) curriculum evaluation: participation of multiple subjects.
{"title":"Analysis and Prospect of Research Progress of Health Education Curriculum in China","authors":"Xue Wan, Haohui Liu, Z. Yin","doi":"10.18122/ijpah.020101boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020101boisestate","url":null,"abstract":"The purpose of this study was twofold: 1) review research results of health education in China and help readers gain a \u0000 better understanding of the current profiles of research in health education curriculum and 2) provide a theoretical \u0000 basis for future research in health education curriculum. Using key words such as health education curriculum on Chinese \u0000 National Knowledge Infrastructure (CNKI), we searched and finally obtained 7287 articles. By using the visual analysis \u0000 function of CNKI, we also analyzed the overall trend of research in Health Education Curriculum. Review of the articles \u0000 found that the overall trend of research in health education curriculum in China has been growing since 1987, and has\u0000 been growing at a steady rate since 2000. At present, the health education curriculum in China mainly consists of two \u0000 forms: One is as part of physical education and health curriculum. The content generally focus on health knowledge, \u0000 health habits, health concepts, and sports injury management and prevention in sports; The other form is a separate \u0000 health education course. Its content generally includes mental health and health habits etc. At present, implementation \u0000 of health education curriculum in China is mainly influenced by course time, teachers' ability and evaluation mechanism. \u0000 In the current research field of health education curriculum evaluation, there are more studies related to mental health \u0000 curriculum evaluation, and the research in this area is mostly based on the construction of evaluation models, and more \u0000 mature research results have been formed. However, the research on the evaluation of health education curriculum in \u0000 physical education and health curriculum is relatively weak. Based on the progress of current research, future studies \u0000 in health education curriculum should be carried out in the following aspects: 1) curriculum content: focusing on \u0000 epidemic prevention and control theory and practice; 2) curriculum implementation: development of physical education \u0000 teachers' health knowledge literacy; and 3) curriculum evaluation: participation of multiple subjects.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48483087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020116.boisestate
Dan Li, Xianxiong Li
To investigate the independent and combined associations of physical activity and sedentary time on sleep quality among Chinese PE-majored and non-PE-majored college students. Participants were Chinese college students (N = 2347, Mage = 20 years, 24.6% students majoring in PE). All participants completed three questionnaires: the Pittsburgh Sleep Quality Index, the International Physical Activity Questionnaire-Short Form, and the Questionnaire on Adolescent Sedentary Behavior. Questionnaires were evaluated to ascertain the subjects’ sleep quality, physical activity level, and sedentary time. Analyses were conducted with a multivariate logistic regression model. Out of the total participants, 48.6% had poor sleep quality (PSQ) and 10% were at low physical activity levels, and the mean (±SD) sedentary time was 5.33±2.34 h/day. Sedentary time is significantly and negatively associated with sleep quality in college students with PE and non-PE majors. For non-PE-majored college students, (1) the risk of PSQ of those with low physical activity levels (LPAL) was 1.51 times higher than those with high physical activity levels (HPAL); (2) when increasing a sedentary hour per day, the risk of PSQ would be increased by 6.1%; (3) the risk of those with LPAL and high sedentary time (HST), moderate physical activity levels (MPAL) and high sedentary time (HST) was 2.65 and 1.52 times higher than those with HPAL and LST, respectively. For college students majoring in PE, when increasing a sedentary hour per day, the risk of PSQ would be increased by 12%. Sedentary time significantly and negatively predicted sleep quality among college students majoring in PE and non-PE. Nevertheless, no significant association was found between physical activity level and sleep quality among college students majoring in PE. LPAL and HST, MPAL and HST were independently and concurrently associated with significantly higher PSQ among non-PE college students.
{"title":"Independent and Combined Associations Between Physical Activity and Sedentary Time on Sleep Quality Among \u0000 Chinese PE and Non-PE College Students","authors":"Dan Li, Xianxiong Li","doi":"10.18122/ijpah.020116.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020116.boisestate","url":null,"abstract":"To investigate the independent and combined associations of physical activity and sedentary time on sleep quality among Chinese \u0000 PE-majored and non-PE-majored college students. Participants were Chinese college students (N = 2347, Mage = 20 years, 24.6% \u0000 students majoring in PE). All participants completed three questionnaires: the Pittsburgh Sleep Quality Index, the International \u0000 Physical Activity Questionnaire-Short Form, and the Questionnaire on Adolescent Sedentary Behavior. Questionnaires were evaluated \u0000 to ascertain the subjects’ sleep quality, physical activity level, and sedentary time. Analyses were conducted with a multivariate \u0000 logistic regression model. Out of the total participants, 48.6% had poor sleep quality (PSQ) and 10% were at low physical activity \u0000 levels, and the mean (±SD) sedentary time was 5.33±2.34 h/day. Sedentary time is significantly and negatively associated with sleep \u0000 quality in college students with PE and non-PE majors. For non-PE-majored college students, (1) the risk of PSQ of those with low \u0000 physical activity levels (LPAL) was 1.51 times higher than those with high physical activity levels (HPAL); (2) when increasing a \u0000 sedentary hour per day, the risk of PSQ would be increased by 6.1%; (3) the risk of those with LPAL and high sedentary time (HST), \u0000 moderate physical activity levels (MPAL) and high sedentary time (HST) was 2.65 and 1.52 times higher than those with HPAL and LST, \u0000 respectively. For college students majoring in PE, when increasing a sedentary hour per day, the risk of PSQ would be increased by \u0000 12%. Sedentary time significantly and negatively predicted sleep quality among college students majoring in PE and non-PE. \u0000 Nevertheless, no significant association was found between physical activity level and sleep quality among college students majoring \u0000 in PE. LPAL and HST, MPAL and HST were independently and concurrently associated with significantly higher PSQ among non-PE college \u0000 students.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42227119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.18122/ijpah.020140.boisestate
Xiaoqiang Qian
Under the background of the integration of sports and education, the study explored the feasibility and path of including physical education in the College Entrance Examination. Comprehensive literature and expert interviews and other methods were used to analyze the needs of including physical education in the College Entrance Examination. The specific theories are as follows: (a) “including physical education in the College Entrance Examination” can be an important entry point to promote the integration of sports and education and plays a key role of the test baton; (b) Policies that satisfy most stakeholders and conform to public interests at the national level are those that can be implemented; (c) There is no absolute fairness, and the minimum fairness is the prerequisite for policy formulation. On the basis of this, this study proposes some concrete ways: (1) implement the comprehensive physical education score strategy of sports theory examination score (10%) and sports competition score (90%) to eliminate the sole physical and quantitative aspects of examination; (2) Build a youth sports competition system in line with the requirements of “including physical education in the College Entrance Examination”, which is to meet the needs of students of different sports levels and to reflect the fairness of education; (3) Use online platforms and technological means such as big data and artificial intelligence to remove the technological barriers of “including physical education in the College Entrance Examination”; (4) Improve the treatment and expectations of people involved in sports competitions related to the College Entrance Examination; (5) Carry out the “self-acceptance of risk” and improve the school sports accidental injury insurance system to untie the school sports safety and responsibility.
{"title":"Theoretical Discussions and Pathways of Including Physical Education in the College Entrance Examination","authors":"Xiaoqiang Qian","doi":"10.18122/ijpah.020140.boisestate","DOIUrl":"https://doi.org/10.18122/ijpah.020140.boisestate","url":null,"abstract":"Under the background of the integration of sports and education, the study explored the feasibility and path of including physical education in the College Entrance Examination. Comprehensive literature and expert interviews and other methods were used to analyze the needs of including physical education in the College Entrance Examination. The specific theories are as follows: (a) “including physical education in the College Entrance Examination” can be an important entry point to promote the integration of sports and education and plays a key role of the test baton; (b) Policies that satisfy most stakeholders and conform to public interests at the national level are those that can be implemented; (c) There is no absolute fairness, and the minimum fairness is the prerequisite for policy formulation. On the basis of this, this study proposes some concrete ways: (1) implement the comprehensive physical education score strategy of sports theory examination score (10%) and sports competition score (90%) to eliminate the sole physical and quantitative aspects of examination; (2) Build a youth sports competition system in line with the requirements of “including physical education in the College Entrance Examination”, which is to meet the needs of students of different sports levels and to reflect the fairness of education; (3) Use online platforms and technological means such as big data and artificial intelligence to remove the technological barriers of “including physical education in the College Entrance Examination”; (4) Improve the treatment and expectations of people involved in sports competitions related to the College Entrance Examination; (5) Carry out the “self-acceptance of risk” and improve the school sports accidental injury insurance system to untie the school sports safety and responsibility.","PeriodicalId":73469,"journal":{"name":"International journal of physical activity and health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47760787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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