Vella Stewart A, Cliff Dylan P, Magee Christopher A, Okely Anthony D
Interdisciplinary Educational Research Institute, Faculty of Social Sciences, University of Wollongong, Australia.
Interdisciplinary Educational Research Institute, Faculty of Social Sciences, University of Wollongong, Australia.
J Sci Med Sport. 2015 May;18(3):304-9. doi: 10.1016/j.jsams.2014.05.006. Epub 2014 May 20.
This paper assessed the associations between sports participation and the development of psychological strengths and difficulties during childhood.
Two-year follow up study of a sample of 4042 Australian children who were followed from age 8 years to 10 years.
Parents reported children's participation in organised sports, and completed the Strengths and Difficulties Questionnaire. Univariate general linear models were used to examine the association between changes in sports participation and psychological strengths and difficulties at 10 years, adjusting for psychological strengths and difficulties at age 8.
Children who maintained participation in sport had lower rates of parent-reported psychological difficulties at 10 years compared with children who dropped out of sport. Less internalising problems were also reported for children who participated in organised sports compared to children who dropped out of sports and children who did not participate in sports. These relationships did not differ by BMI, socioeconomic status, or parental education.
Greater psychological difficulties are experienced by children who drop out of sports, and greater social and emotional problems are experienced by children who drop out of sports and who do not participate in organised sports. Due consideration should be given to the quality and implementation of sporting programs to ensure that they provide benefits to mental health. Due consideration should also be given to the potential psychological difficulties being experienced by children who drop out of organised sports as a higher level of psychological difficulties may be experienced prior to or subsequent to dropout.
本文评估了儿童时期体育活动参与与心理优势及问题发展之间的关联。
对4042名澳大利亚儿童进行为期两年的随访研究，这些儿童从8岁追踪至10岁。
家长报告孩子参与有组织体育活动的情况，并完成优势与困难问卷。使用单变量一般线性模型来检验体育活动参与变化与10岁时心理优势及问题之间的关联，并对8岁时的心理优势及问题进行了调整。
与退出体育活动的儿童相比，持续参与体育活动的儿童在10岁时家长报告的心理问题发生率更低。与退出体育活动的儿童和未参与体育活动的儿童相比，参与有组织体育活动的儿童内化问题也更少。这些关系在体重指数、社会经济地位或父母教育程度方面没有差异。
退出体育活动的儿童会经历更多心理问题，退出体育活动以及未参与有组织体育活动的儿童会经历更多社会和情感问题。应充分考虑体育项目的质量和实施情况，以确保它们对心理健康有益。还应充分考虑退出有组织体育活动的儿童可能经历的潜在心理问题，因为在退出之前或之后可能会经历更高水平的心理问题。
