Sigvartsen Julie, Gabrielsen Leiv Einar, Abildsnes Eirik, Stea Tonje H, Omfjord Christina Sandvand, Rohde Gudrun
Faculty of Health and Sport Sciences, University of Agder, Kristiansand, Norway.
Department for Child and Adolescent Mental Health, Sorlandet Hospital Health Enterprise, Kristiansand, Norway.
BMC Public Health. 2016 Aug 3;15:709. doi: 10.1186/s12889-016-3407-0.
Two models were developed to increase high school students' participation in physical education (PE): "motion enjoyment" and "sport enjoyment". The first model focuses on increasing knowledge about the health benefits of a physically active lifestyle and thereby promoting a positive attitude towards physical activity, whereas the second model focuses on techniques and practices for enhancing athletic performance. The aims of the present study are to investigate and understand the similarities and differences between students selecting "motion enjoyment" vs. "sport enjoyment" and to examine the extent to which life goals and reported physical activity are associated with health-related quality of life (HRQOL).
A total of 156 high school students (mean age, 16 years [standard deviation = 0.8], 123 girls and 33 boys) were included in this cross-sectional study. HRQOL and life goals were measured using KIDSCREEN-10 and the Adolescent Life Goal Profile Scale, respectively. Physical activity was measured using a self-reporting questionnaire intended to describe the students' leisure-time activity. Independent sample t-tests, chi-square, one-way analyses of variance and multiple regression analysis were applied.
Self-reported physical activity level and HRQOL were higher among students in the "sport enjoyment" program, while the perceived importance of life goals was the same regardless of the preferred PE model. Multiple regression analyses revealed that the perceived importance of relations-oriented life goals (B = -5.61; 95 % confidence interval CI = -10.53 to -0.70; p = .026), perceived importance of generativity-oriented life goals (B = 4.14.; 95 % CI = 0.85 to 7.422; p = .014), perceived attainability of relations-oriented life goals (B = 7.28; 95 % CI = 2.49 to 12.07; p = .003), age (B = -7.29; 95 % CI = -11.38 to -3.20; p = .001) and gender, with boys as the reference group (B = -12.10; 95 % CI = -19.09 to -5.11; p = .001), were independently associated with increased HRQOL. In exploring the relationships of self-reported physical activity during leisure time, stage of change (B = 3.53; 95 % CI = 1.49 to 5.51; p = .001), gender, with boys as the reference group (B = -8.90; 95 % CI = -15.80 to -2.00; p = .012), and age (B = -6.62; 95 % CI = -10.57 to -2.66; p = .001) were independently associated with increased HRQOL.
Self-reported physical activity habits and life goals were associated with HRQOL to a limited extent. However, the perceived importance of life goals appears to reflect other aspects of individual well-being than HRQOL.
开发了两种模式以提高高中生对体育教育（PE）的参与度：“运动乐趣”和“体育乐趣”。第一种模式侧重于增加对积极生活方式健康益处的了解，从而促进对体育活动的积极态度，而第二种模式侧重于提高运动表现的技巧和实践。本研究的目的是调查和了解选择“运动乐趣”与“体育乐趣”的学生之间的异同，并检验生活目标和报告的体育活动与健康相关生活质量（HRQOL）相关的程度。
本横断面研究共纳入156名高中生（平均年龄16岁[标准差=0.8]，女生123名，男生33名）。分别使用儿童生活质量量表-10（KIDSCREEN-10）和青少年生活目标量表来测量HRQOL和生活目标。使用一份旨在描述学生休闲时间活动的自我报告问卷来测量体育活动。应用独立样本t检验、卡方检验、单因素方差分析和多元回归分析。
“体育乐趣”项目的学生自我报告的体育活动水平和HRQOL较高，而无论首选的体育教育模式如何，生活目标的感知重要性是相同的。多元回归分析显示，关系导向型生活目标的感知重要性（B=-5.61；95%置信区间CI=-10.53至-0.70；p=0.026）、创生性导向型生活目标的感知重要性（B=4.14；95%CI=0.85至7.422；p=0.014）、关系导向型生活目标的感知可实现性（B=7.28；95%CI=2.49至12.07；p=0.003）、年龄（B=-7.29；95%CI=-11.38至-3.20；p=0.001）以及性别（以男生为参照组，B=-12.1；95%CI=-19.09至-5.11；p=0.001）与HRQOL的提高独立相关。在探索休闲时间自我报告的体育活动的关系时，改变阶段（B=3.53；95%CI=1.49至5.51；p=0.001）、性别（以男生为参照组，B=-8.90；95%CI=-15.80至-2.00；p=0.012）和年龄（B=-6.62；95%CI=-10.57至-2.66；p=0.001）与HRQOL提高独立相关。
自我报告的体育活动习惯和生活目标与HRQOL的关联程度有限。然而，生活目标的感知重要性似乎反映了个体幸福感的其他方面，而非HRQOL。
