%0 Journal Article
%T 课后体育服务对于小学生心理健康影响的实践研究<br>A Practical Study on the Influence of After-School Sports Services on Children’s Mental Health
%A 杨凯伦
%A 徐丹
%A 刘浩
%A 苏立波
%A 李顺
%A 雒雪梅
%A 鲁学明
%A 孙悦
%A 薛福连
%J Advances in Physical Sciences
%P 236-241
%@ 2334-3478
%D 2024
%I Hans Publishing
%R 10.12677/APS.2024.121035
%X 目的：采用不同类型课后体育服务活动方案对小学生进行为期一年的课后体育运动干预，研究课后体育服务对小学生心理健康的影响，旨在共同探索提高小学生心理素质的途径和手段。方法：本课题以某所小学的4~6年级学生作为研究对象，对被试进行不同类型课后体育服务运动干预，采用调查量表对实验结果进行统计、对比分析，得到体育运动干预前后学生心理健康结果。结果：学生分为对照组和实验组：1) 对于参加足球社团得分呈现出0.01水平显著性(t = 3.210, p = 0.002)，以及具体对比差异可知，对照组的平均值(30.67)，会明显高于实验组的平均值(23.08)。2) 对于参加花样跳绳社团得分呈现出0.01水平显著性(t = 4.019, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(21.42)。3) 对于参加花样跳皮筋呈现出0.01水平显著性(t = 3.473, p = 0.001)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(22.00)。4) 对于参加篮球社团呈现出0.01水平显著性(t = 4.442, p = 0.000)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(20.74)。对于参加体育舞蹈社团呈现出0.05水平显著性(t = 2.769, p = 0.008)，以及具体对比差异可知，对照组的平均值(30.67)会明显高于实验组的平均值(23.92)。5) 通过方差分析，结果显示不同体育类型样本对于体育后全部均不会表现出显著性(p &gt; 0.05)。结论：1) 显示不同类型课后体育服务对小学生心理健康均具有良好的促进作用；2) 不同类型课后体育服务的干预效果(从量化数据总分来看)没有明显差异，为采用体育手段促进小学生心理健康发展提供实验证据和实践参考。<br />
Objective: To study the influence of after-school sports services on the mental health of primary school students by using different types of after-school sports service activities for a year, in order to jointly explore ways and means to improve the psychological quality of primary school students. Methods: In this study, students in grades 4~6 of a primary school were selected as the research objects, and different types of after-school sports service exercise interventions were carried out on the subjects. The experimental results were statistically analyzed and compared with the survey scale to obtain the mental health results of students before and after the sports intervention. Results: Students were divided into control group and experimental group: 1) the score of partic-ipating in the football association showed a level of 0.01 significance (t = 3.210, p = 0.002), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (23.08). 2) The score of participating in the synchronized skipping club showed 0.01 level significance (t = 4.019, p = 0.000), and the specific comparison difference showed that the average value of the control group (30.67) was significantly higher than that of the experimental group (21.42). 3) There was a level significance of 0.01 (t = 3.473, p = 0.001) for participating in the synchronized jumping band, and the specific comparison difference showed that the mean value of the control group (30.67) was significantly higher than that of the experimental group (22.00). 4) For participation in basketball associations, the level of significance was 0.01 (t = 4.442, p = 0.000), and the specific comparison difference showed that the average
%K 课后体育服务，小学生，心理健康<br>After-School Sports Services
%K Primary School Student
%K Mental Health
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=81847