Antonio García-Hermoso, Ignacio Hormazábal-Aguayo, Jacinto Muñoz-Pardeza, José F López-Gil, Rodrigo Yáñez-Sepúlveda, Jacqueline Páez-Herrera, Yasmin Ezzatvar
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引用次数: 0
摘要
目的:本研究的目的是检验课前体育活动干预(Active-Start)对智利社会经济弱势儿童主观幸福感的影响。方法:Active-Start干预是一项随机对照试验,涉及圣地亚哥(智利)三所高度脆弱的公立学校的170名8至10岁儿童。体育活动干预每天进行,在第一节课开始之前(上午8:00-8:30),持续8周。主观幸福感的评估使用了经过验证的工具:生活满意度的CUBE量表和积极和消极情绪的10项影响量表。分析使用的是广义线性混合模型。结果:干预显著提高了男孩(B=0.56, 95% CI 0.13 ~ 0.99, p=0.011)和女孩(B=0.06, 95% CI 0.02 ~ 0.48, p=0.044)的积极情绪。男孩也表现出总体主观幸福感的改善(z-score: B=1.05, 95% CI 0.05至2.15,p=0.041)。具体来说,男孩报告了更高水平的幸福感(B=0.44, 95% CI 0.14至1.02,p=0.031),满足感(B=0.69, 95% CI 0.16至1.22,p=0.012)和乐趣(B=0.89, 95% CI 0.31至1.47,p=0.003)。相比之下,生活满意度和负面情绪的变化对男女都不显著。结论:我们的研究结果表明,在开始上课之前进行早晨的体育锻炼可以增加社会经济背景较差的儿童,尤其是男孩的积极情绪(如幸福、满足和乐趣)。这种情绪健康的改善可以改善他们的情绪和学习准备。
Impact of a before-school physical activity program on children's subjective well-being: secondary findings from the Active-Start study.
Objective: The aim of the study was to test a before-school physical activity intervention (Active-Start) on subjective well-being in socioeconomically disadvantaged Chilean children.
Method: The Active-Start intervention was a randomized controlled trial involving 170 children aged 8 to 10 from three highly vulnerable public schools in Santiago (Chile). The physical activity intervention was delivered daily, before starting the first school-class (8:00-8:30 a.m.) for 8 weeks. Subjective well-being was assessed using validated instruments: the CUBE scale for life satisfaction and a 10-item affect scale for positive and negative emotions. The analyses used were generalized linear mixed models.
Results: The intervention significantly increased positive emotions in boys (B=0.56, 95% CI 0.13 to 0.99, p=0.011) and girls (B=0.06, 95% CI 0.02 to 0.48, p=0.044). Boys also showed an improvement in overall subjective well-being (z-score: B=1.05, 95% CI 0.05 to 2.15, p=0.041). Specifically, boys reported higher levels of happiness (B=0.44, 95% CI 0.14 to 1.02, p=0.031), contentment (B=0.69, 95% CI 0.16 to 1.22, p=0.012), and fun (B=0.89, 95% CI 0.31 to 1.47, p=0.003). In contrast, changes in life satisfaction and negative emotions were not significant for either sex.
Conclusions: Our findings suggest that engaging in morning physical activity before starting classes increases positive emotions (such as happiness, contentment, and fun) in children from socioeconomically disadvantaged backgrounds, particularly among boys. This improvement in emotional well-being could enhance their mood and readiness for learning.
期刊介绍:
Academic Pediatrics, the official journal of the Academic Pediatric Association, is a peer-reviewed publication whose purpose is to strengthen the research and educational base of academic general pediatrics. The journal provides leadership in pediatric education, research, patient care and advocacy. Content areas include pediatric education, emergency medicine, injury, abuse, behavioral pediatrics, holistic medicine, child health services and health policy,and the environment. The journal provides an active forum for the presentation of pediatric educational research in diverse settings, involving medical students, residents, fellows, and practicing professionals. The journal also emphasizes important research relating to the quality of child health care, health care policy, and the organization of child health services. It also includes systematic reviews of primary care interventions and important methodologic papers to aid research in child health and education.