Park Jae-Wan, Park Seong-Hwan, Koo Chang-Mo, Eun Denny, Kim Kang-Ho, Lee Chan-Bok, Ham Joung-Hyun, Jang Jeong-Hoon, Jee Yong-Seok
Department of Education (Major of Physical Education), Graduate School of Education, Hanseo University, Seosan, Korea.
Research Institute of Sports and Industry Science, Hanseo University, Seosan, Korea.
J Exerc Rehabil. 2017 Apr 30;13(2):168-178. doi: 10.12965/jer.1734948.474. eCollection 2017 Apr.
This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statistical methods were conducted on the collected data with a significance level set a priori at <0.05. After 8 weeks of PEC, fat mass (=2.966, =0.045) and body mass index (=3.654, =0.021) had significantly different interaction effects. In the aspect of interaction effects from physical fitness variables, cardiopulmonary endurance (=21.961, =0.001), flexibility (=8.892, =0.001), muscular endurance (=31.996, =0.001), muscular strength (=4.570, =0.008), and power (=24.479, =0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (=22.144, =0.001) in the multi-PEG was enhanced, whereas aggression (=6.745, =0.001) and stress (=3.242, =0.033) levels were reduced. As conclusion, the PEC reduced aggression and stress levels, and improved sociality and physical fitness levels after 8 weeks. This study confirmed that PEC for children from multicultural families can improve psychosocial factors and physical health.
本研究调查了体育课（PEC）作为一种干预方法对多元文化家庭儿童的攻击性、社交能力、压力和身体素质水平的影响。假设是参与体育课将导致多元文化儿童的攻击性和压力降低，社交能力和身体素质提高。三次发放了一份三项问卷、一次身体成分测试和身体素质测试。84名受试者被分为四组：参与体育课的多元文化儿童（多元体育课组，n = 12）、未参与体育课的多元文化儿童（多元非体育课组，n = 13）、参与体育课的单一文化儿童（单一体育课组，n = 11）和未参与体育课的单一文化儿童（单一非体育课组，n = 12）。对收集到的数据采用参数和非参数统计方法，预先设定显著性水平为<0.05。经过8周的体育课训练后，脂肪量（=2.966，=0.045）和体重指数（=3.654，=0.021）有显著不同的交互作用。在身体素质变量的交互作用方面，与其他三组相比，多元体育课组的心肺耐力（=21.961，=0.001）、柔韧性（=8.892，=0.001）、肌肉耐力（=31.996，=0.001）、肌肉力量（=4.570，=0.008）和力量（=24.479，=0.001）有显著改善。此外，多元体育课组的社交能力（=22.144，=0.001）得到增强，而攻击性（=6.745，=0.001）和压力水平（=3.242，=0.033）降低。结论是，经过8周的体育课训练，攻击性和压力水平降低，社交能力和身体素质水平提高。本研究证实，针对多元文化家庭儿童的体育课可以改善心理社会因素和身体健康。
