Department of Physical Education, Korea National Sport University, Songpa-gu, Korea (the Republic of).
Int J Sports Med. 2020 Dec;41(14):985-993. doi: 10.1055/a-1192-5812. Epub 2020 Jul 8.
The theoretical background related to how physical activity positively influences children and adolescents' brain function for social and emotional competency has been stably structured. However, according to our review of the literature, no study has synthetically analyzed physical education interventions that produce positive outcomes related to learners' emotional status. Therefore, the aim of the study was to systematically analyze the effectiveness of physical education interventions designed to improve students' emotional ability. In October 2017, we searched electronic research databases for intervention studies that analyzed the impact of school physical education on students' emotional changes. We assessed the risk of bias, extracted data, and conducted meta-analysis to determine the effectiveness of physical education intervention. From an initial pool of 1200 non-duplicate records, 12 studies fulfilled the inclusion criteria. The effectiveness of school-based physical education was analyzed by calculating standard mean difference. Based on the results of the meta-analysis, students in intervention conditions changed their psychological conditions compared with students in usual practice conditions (standardized mean difference=0.30, 95% confidence interval=- 0.05-0.66). Physical and sport education for children and adolescents has positively influenced changes in their emotional conditions.
有关体育活动如何积极影响儿童和青少年的大脑功能以提高社交和情绪能力的理论背景已经得到了稳定的构建。然而，根据我们对文献的回顾，没有研究综合分析过能产生与学习者情绪状态相关的积极成果的体育教育干预措施。因此，本研究的目的是系统地分析旨在提高学生情绪能力的体育教育干预措施的有效性。2017 年 10 月，我们检索了电子研究数据库，以寻找分析学校体育教育对学生情绪变化影响的干预研究。我们评估了偏倚风险、提取数据，并进行荟萃分析以确定体育教育干预的效果。从最初的 1200 个非重复记录中，有 12 项研究符合纳入标准。通过计算标准均数差来分析基于学校的体育教育的效果。基于荟萃分析的结果，与常规实践条件下的学生相比，干预条件下的学生的心理状况发生了变化（标准化均数差=0.30，95%置信区间=-0.05-0.66）。儿童和青少年的体育和运动教育对他们的情绪状况的变化产生了积极的影响。
