【作者】 王静；

【导师】 卢健； 朱为模；

【作者基本信息】 华东师范大学 ， 运动人体科学， 2011， 博士

【摘要】 儿童和青少年肥胖的不断加剧和体质健康状况的持续下滑是目前全球关注的焦点。肌肉体质健康(muscular fitness,肌肉力量、耐力和柔韧性)是人体体质健康的重要组成部分,它与人体的日常生活、身体活动、运动损伤、肥胖、代谢性疾病风险、心血管疾病风险、腰背痛等都有密切的关系。在儿童青少年体质健康测试中一直有关于肌肉体质健康的测试项目,但是,以往其测试结果并没有引起足够的重视。近年来,随着对肌肉体质健康与肥胖、糖尿病、高血压等疾病间关系认识的增加,许多国家或者科研机构开始关注肌肉的体质健康状况,并试图找到提高肌肉体质健康水平,使儿童和青少年体质全面发展的方法。目的：了解德克萨斯州学生的肌肉体质健康状况；了解德克萨斯州学校体育环境(教师、体育课、体育设施、相关政策、体质测试等)的现状；分析学校体育环境对学生肌肉体质健康状况的影响,为制定提高学生肌肉体质健康状况的对策提供科学依据。方法：采用FITNESSGRAM系统在德克萨斯州进行全州3-12年级学生的体质健康测试,测试结果采用效标参照(库珀研究中心的Healthy Fitness Zone)进行评价。同时,向全州的学校发放电子版的调查问卷,了解德克萨斯州学校体育环境相关因素的现状。采用OLS(最小二乘法)和HLM(分层线性分析)两种统计分析方法,深入探讨学校体育相关的各种因素对学生肌肉体质健康的影响。结果：1.德克萨斯州儿童和青少年肌肉体质健康状况：在肌肉力量、耐力和柔韧性相关的5项测试中,总体通过率从65.08%至83.26不等,高低顺序依次为：俯卧背伸>屈膝起身>俯卧撑>肩伸展>坐位体前屈,男生中依次为：俯卧背伸>屈膝起身>俯卧撑>坐位体前屈>肩伸展,小学、初中的男生也呈现同样的趋势,高中男生中,俯卧撑和坐位体前屈的顺序发生变化；女生依次为：俯卧背伸>屈膝起身>肩伸展>俯卧撑>坐位体前屈,和男生相似,小学和初中女生也呈现出与总体相同的变化规律,只有高中女生在俯卧撑和肩伸展的顺序发生了变化。2.德克萨斯州学校体育环境现状调查：(1)德克萨斯州20-29岁学校体育教师占14.5%,其他年龄段教师分布比较平均(28%左右),男性教师比例低于女性(43% Vs 57%),大多数体育教师都具有学士(76.5%)或者硕士(17%)学位,而且几乎所有的体育教师(92.2%)都参加过继续教育,并参加本专业的相关会议(57.9%),绝对大多数体育教师都是白种人或者西班牙裔(分别为72%,16.7%),教师的教龄分布较为平均,绝大多数体育教师在校内都兼职教练、管理或者其他方面的工作。(2)55.8%的学校每周有5天体育课,体育课的时长大多在41-45min(45.9%)或者46-60min(32.3%)；68.1%的学校每天有一次20min左右的课外活动,有近25%的学校没有课外活动。(3)大多数(76.7%)的学校都有供学生进行体育活动的操场,93.6%的学校有室内活动场地和设施,所以,体育课也很少会因为天气的原因而取消(8.3%)。绝大多数(76.3%)体育教师认为学校的设施和场地足够学生在宽松和安全的环境下进行活动。(4)只有不到四分之一的学校完成了美国农业部的学校健康促进计划,70%以上的学校都成立了健康委员会,64%的学校都对体育和其他课程同样进行评价和评级,除非有特殊情况,有50%的学校不允许体育课被占用,学生会因为身体残疾、智力残疾、宗教信仰、参加其他活动等原因而不上体育课,这其中占最大比例的是“参加学校的体育训练”(73.9%)和“参加学校乐队、唱诗班、啦啦队训练”(69.1%)。(5)几乎所有的体育教师都参加过FITNESSGRAM的相关培训,都具有进行体质测试的经验(96.5%),绝大多数教师都会在测试前对测试进行介绍(98.5%),让学生进行练习(93%)并在测试中鼓励学生(99.1%)。3.德克萨斯州学校体育环境与学生肌肉体质健康状况的关系：(1)体育教师的学历、教学经验、是否参加专业会议以及是否有其他职务都与学生的体质测试结果存在关系。(2)在学校体育课的相关变量当中,保证学校每周体育课的天数、课外活动的次数都可以提高学生的肌肉体质健康水平。(3)在学校体育场地、设施,政策的相关变量当中,学校是否有跑道、橄榄球场、田径场、室内/室外体育设施和足够的活动场地,学校体育政策变量中的学校是否有USDA项目、是否有学校健康委员会、对体育课的重视程度、是否会因为天气原因取消体育课以及体育豁免情况也都是重要的影响因素。(4)学校对体育越重视,体育教师的教学经验越丰富,学生的体质测试结果也越好。(5) FITNESSGRAM培训相关的变量中有多个变量(亲自测试、解释测试、培训情况、测试中的鼓励、测试相关的负面经历)都对测试结果有影响。结论：1.德克萨斯州学生在肌肉体质健康相关的5个项目上的通过率为65%至83%不等,整体上在肌肉力量、耐力方面的通过率要高于柔韧性测试的通过率,背肌和腹肌的力量、耐力测试通过率高于上肢力量、耐力测试。2.德克萨斯州的体育教师基本都有良好的教育背景,体育课的天数有相应的规定,大部分学校的体育设施和场地都足够学生体育课和课外活动使用,学校的健康委员会制度也基本建立或者正在建立当中,四分之三的学校每周有3天或者以上的体育课,约有一半的学校允许学生通过其他活动转换成体育课所需的学分。3.保证学校体育课的次数和时间,增加课外活动次数,完善学校的体育设施、活动场地,增加对体育的资助,加强对体育教师的培养,提高体育教师的素质,成立学校健康委员会,增加对学校体育的关注和支持、都会有效地促进学生的体质健康。对测试教师进行相关培训、测试前进行练习、对学生进行鼓励等都会提高体质测试的成绩。更多还原

【Abstract】 The increasing obesity and decreasing physical fitness of children and adolescents is the focus of the world nowadays. Muscular fitness (muscle strength, endurance and flexibility), which is an important part of the human fitness, closely related to the daily activity, physical exercise, sports injury, obesity, the risk of metabolic disease and cardiovascular disease and low back pain. The results of muscular fitness tests didn’t get enough attention even though there were always be there. Recently, more and more studies found the relationship between muscular fitness and obesity, diabetes, high blood pressure and other disease. Many countries or scientific research institution begin to pay close attention to the muscular fitness, and try to find the way to improve it.Purpose:To test the muscular fitness of Texas students; to investigate the status of Texas physical education teachers, physical education, school sports facilities, school sports policies and fitness tests; to examine the associations between school-based factors and the students’ muscular fitness.Methods:The FITNESSGRAM system was used to test the muscular fitness of 3-12 grade students in Texas and evaluated the results with the criterion-referenced standard (Healthy Fitness Zone from Cooper Institute). The teacher questionnaire was completed to investigate the school-based physical education factors. The OLS (Ordinary least square) method and HLM (Hierarchical Linear Modeling) were used to analysis the relationship between school-based factors to the students’ muscular fitness.Results: 1. The muscular fitness of Texas children and adolescents:The passing rate of five tests about the muscle strength, endurance and the flexibility is between 65.08% and 83.26%, from high to low is trunk lift > curl up > push up > stretch> back-saver sit-reach. For the boys in elementary and middle school, trunk lift > curl up > push up > back-saver sit-reach > stretch, for the boys in high school, trunk lift > curl up > back-saver sit-reach> push up > stretch. For the girls in elementary and middle school, trunk lift> curl up > stretch> push up > back-saver sit-reach, for the girls in high school, trunk lift > curl up > push up > stretch > back-saver sit-reach.2. Results from the teacher survey(1). Except for a slightly low number (14.5%) in the 20-29-year-old age group, the numbers of respondents in other age groups were approximately the same (around 28% each). More women (57%) than men responded (43%).Most (76.5%) had a bachelor’s degree, about 17% had a master’s degree,92.2% taken supplemental training and 57.9% attended professional conference. Most respondents were Caucasian (72%), followed by Hispanic American (16.7%). Teaching experiences were well distributed and majority of PE teachers were involved in coaching, administration and other areas.(2) Approximately 55% of all respondents reported having PE sessions "5 days a week". The most commonly reported duration of the typical PE class period was 41-45 min (45.9%) and then 45-60 min(32.3%).68.1% of school have a daily recess about 20min, there was no recess in nearly 25% of schools.(3) Many school (76.7%) reported they had a playground for PA and active games.Just 8.3% of PE was cancelled according the bad weather because 93.6% of schools had an indoor facilities。76.3% PE teacher think they have enough space and facilities.(4) Less than one fourth of the respondents said their schools completed "the USDA School Wellness Policy Initiative". A good proportion of schools (> 70%) had established and 64% schools counted PE grades like other subjects. With some exceptions, about 50% of the schools prohibited substitutions of other courses or activities for PE. Besides disabilities, the two most frequently reported reasons for exemptions from PE were "participation in school sports" (73.9%) and "participation in activities such as band, chorus, or cheerleading" (69.1%).(5) Almost all the teachers taken the FITNESSGRAM training and had the experience of fitness test (96.5%).Majority teachers will explain test procedures (98.5%), let the students practice (93%) and encourage them (99.1%)3. The relationship between school-based factors and students’ muscular fitness:(1) PE teachers’education, experience, attend professional conference, involved in other job in school were all related to students’ fitness passing rate.(2) The muscular fitness passing rate will be higher if increase the PE days and recess times every week(3) In the school equipment and facilities factors, the track, playground, football field, indoor facilities and the USDA wellness, school wellness council, grades for PE, cancel PE according weather, exempt from PE in school physical education policy factors were all related to the passing rate.(4) The more attention to school physical education and the richer of teachers’ experience, the better of students’ fitness test results.(5) The factors about FITNESSGRAM training (personally conducted test, explain procedures, training, encouragement, negative experience) were all. related to the test results.Conclusion:1. The passing rate of Texas students in muscular fitness is between 65% and 83%. The pass rate of muscular strength and endurance were higher than the flexibility and the passing rate of the abdominal strength and trunk extensor strength were higher than upper body strength.2. Texas PE teachers had strong backgrounds. The PE days of every week were set and 75% of schools had more than 3 PE days every week. Most of the schools had enough equipment and facilities and a school wellness council. Half of the schools permit the student to get PE credit from other physical activity.3. Increase the PE days, duration, recess times, teachers’experience and get better facilities, better playground, more fund, more support and more attention were all the ways to develop the students’fitness. For the test, the teacher’s training, the practice and the encouragement to the students were important.更多还原