摘要
目的:根据HAPA阶段性和连续性理论对大学生实施教育干预,期望找到促进大学生锻炼行为的课堂和课下有效指导方式。方法:通过问卷调查确定被试者所处锻炼行为阶段,进行分组研究,实验前后被试者接受了2次问卷调查和3次身体素质测试,实验组接受教育干预。结果:(1)被试者体育锻炼行为普遍缺乏,仅有14.1%的大学生处在行动阶段;(2)干预对被试者锻炼行为意向水平、锻炼等级、身体素质整体水平具有积极影响;(3)HAPA的三个行为意向阶段中作为社会认知变量的锻炼自我效能感均发挥重要作用。建议:增加大学生有规律参加体育锻炼人数比例,可以通过制定并执行合适的锻炼计划和提高个体锻炼自我效能感等方式进行。
According to the stage and continuity theory of HAPA, the education intervention of college students is expect- ed to find the effective ways to promote the students＇ exercise behavior. Method： Through the questionnaire survey to determine the stage of exercise behavior of the subiects and establish research groups. Before and after the experiment, the subjects were tested 2 times and 3 times of physical quality test. The experimental group also received education intervention. Conclusion- 1. college stu- dents generally lack exercise behavior, only 14.1% of them are in the action stage; 2. the intervention has positive effects on the ex- ercise intention, exercise levels, and physical fitness; 3. Exercise self- efficacy as the social cognitive variables among the three be- havioral intention stages of HAPA is playing an important role. Suggestion： To increase the proportion of college students to partici-pate in physical exercise, appropriate training programs can be developed and implemented to improve the individual exercise self- efficacy.
出处
《军事体育学报》
2016年第4期84-88,共5页
Journal of Military Physical Education and Sports
基金
河南省教育厅人文社会科学研究项目资助课题"健康行动过程取向理论对大学生锻炼行为的影响研究"(2015-QN-317)
关键词
行为阶段
大学生
干预
效果评价
behavioral stage
college students
intervention
effectve evaluation
