课余体育锻炼缓解地震重灾区中学生焦虑与抑郁之研究
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摘要
08年5月12日,汶川大地震爆发。地震给重灾区的人们带来了极大的灾难,给重灾区中学生的心理造成了难以愈合的创伤。为了弥补由于地震而落下的课程,震后不久,重灾区的中学便纷纷复课。做为未成年的孩子,这些学生的心理还很脆弱,他们还没有从灾难的阴影中走出来,却又不得不承受学业上的压力。因此,对重灾区的中学生而言,心理健康需求便显得必要而迫切。
但事实上,重灾区中学生的心理健康需求远远没有得到满足。地震之后,政府在缓解灾民不良心理状况方面主要采用心理干预方法。即便如此,由于我国心理干预工作人员的极度缺乏与灾民数量巨大间形成的矛盾,重灾区大多数中学生并没有很好地接受到心理干预治疗。因此,为了重灾区中学生的健康成长及顺利地完成学业,采用其它手段缓解这些学生的不良心理状况便具有了重要的意义。
为了探究运动干预缓解重灾区中学生焦虑与抑郁的效应,以便在重灾区中学开展体育锻炼缓解学生不良心理状况提供理论支持以及帮助重灾区中学生尽快恢复心理健康,本研究以汶川县威州中学的学生为调查对象,通过问卷调查法将360名焦虑与抑郁水平均较高的学生确定为本文的研究对象,以课余体育锻炼为手段,以不同体育锻炼项目对焦虑与抑郁总体水平及各因子的影响作为研究内容设计了运动干预实验。
具体方法为:将汶川县威州中学360名研究对象均分为实验组、自由锻炼组和消极恢复组,三组的焦虑与抑郁水平没有显著性差异;将实验组学生随机分为慢跑组、健美操组和羌族舞组,组间的焦虑与抑郁水平没有显著性差异;实验组的三个项目组依据焦虑与抑郁无差别原则各分为每周三次组和每周五次组,各组成员在自己的锻炼时间内以中等运动强度锻炼30分钟。自由锻炼组的分组情况与实验组相同,但对锻炼的强度不做要求。消极恢复组不进行课余体育锻炼。360名研究对象不做课间操、不上体育课以及不进行额外的体育活动。实验持续时间为两个月,实验结束后再次对实验组、自由锻炼组和消极恢复组的学生进行焦虑与抑郁问卷调查。
结果显示:1.在缓解灾区中学生焦虑与抑郁方面有规律的中等强度的课余体育锻炼效果最好,不进行强度控制的自由锻炼的效果次之,消极恢复的效果最差;2.实验组的健美操、羌族舞和慢跑组焦虑与抑郁的后测水平均低于前测水平,且差异均具有显著性。3.实验组不同锻炼项目对灾区中学生的焦虑与抑郁指标均有显著影响。
本研究将不同体育锻炼项目与灾区中学生的心理健康结合起来,为运动干预缓解灾区中学生焦虑与抑郁心理提供了一些参考。
May 12, 2008, earthquake occurred in Wenchuan. The earthquake brought great disaster to the People in earthquake areas and caused tremendous psychological trauma to the disaster area middle school students. In order to make up the curriculum which falls as a result of the earthquake, after the earthquake soon, the disaster area middle school then in abundance resumes classes. Does for the underage child, these student's psychology is also very frail, they have not walked from disaster's shadow, actually must withstand the study pressure. Therefore, for students from disaster area high school, mental health needs appeared to be necessary and urgent .
But in fact, the disaster area middle-school student's psychologically healthy demand has not obtained by far satisfies. After the earthquake, the psychological intervention method is used for to alleviate the disaster victims bad psychology condition. Even if so, because our country psychology intervention staff lack extremely, but disaster victims quantity is actually great, the disaster area majority middle-school students have not accepted the psychological intervention treatment well. Therefore, can the healthy development and smoothly complete the studies for the disaster area middle-school student, used other methods to alleviate these student's bad psychological condition then to have the vital significance.
in order to ease the effects of movement affecting anxiety and depression of the disaster area middle school students, provide theoretical support for carrying out physical exercises to alleviate adverse psychological and help the students restore mental health, The study has disaster area middle school students as objects, through the questionnaire to 360 students with high anxiety and depression level identified as the research object of this article,the effects of different physical education programs intervent anxiety and depression as content.
Specific methods are: The 360 subjects were divided into experimental group, the free exercise group and negative recovery group, three levels of anxiety and depression didn’t have significant difference; The experimental group students were randomly divided into jogging group, aerobics and dance Qiang group, inter-group level of anxiety and depression there were no significant differences; Three groups had been divided into three times and five times week groups, between groups no differences in anxiety and depression, the group members in their own time training to middle-intensity exercise for 30 minutes; The free exercise group's grouping situation and the experimental group were the same, but didn’t make the request to the exercise intensity. Experimental group and control group students didn’t do gymnastics, Cessation of physical education and without an additional sports . Experiment duration of two months after the end of the experiment the experimental group and control group students anxiety and depression questionnaire.
Result: 1. The effect of extracurricular physical exercising that was regular,moderate intensity was the best, the effect of free exercising to be in the mid-position, the effect of restoring negatively was the worst; 2. The post-test anxiety and depression level of aerobics, Qiang Dance and jogging groups was below than pre-test and the differences were significant. 3. different training course had significant effect on anxiety and depression of disaster area middle school students.
In this study, exercise and mental health projects has been combined, for the movement intervention to alleviate anxiety and depression in disaster psychology students to provide some reference.
但事实上,重灾区中学生的心理健康需求远远没有得到满足。地震之后,政府在缓解灾民不良心理状况方面主要采用心理干预方法。即便如此,由于我国心理干预工作人员的极度缺乏与灾民数量巨大间形成的矛盾,重灾区大多数中学生并没有很好地接受到心理干预治疗。因此,为了重灾区中学生的健康成长及顺利地完成学业,采用其它手段缓解这些学生的不良心理状况便具有了重要的意义。
为了探究运动干预缓解重灾区中学生焦虑与抑郁的效应,以便在重灾区中学开展体育锻炼缓解学生不良心理状况提供理论支持以及帮助重灾区中学生尽快恢复心理健康,本研究以汶川县威州中学的学生为调查对象,通过问卷调查法将360名焦虑与抑郁水平均较高的学生确定为本文的研究对象,以课余体育锻炼为手段,以不同体育锻炼项目对焦虑与抑郁总体水平及各因子的影响作为研究内容设计了运动干预实验。
具体方法为:将汶川县威州中学360名研究对象均分为实验组、自由锻炼组和消极恢复组,三组的焦虑与抑郁水平没有显著性差异;将实验组学生随机分为慢跑组、健美操组和羌族舞组,组间的焦虑与抑郁水平没有显著性差异;实验组的三个项目组依据焦虑与抑郁无差别原则各分为每周三次组和每周五次组,各组成员在自己的锻炼时间内以中等运动强度锻炼30分钟。自由锻炼组的分组情况与实验组相同,但对锻炼的强度不做要求。消极恢复组不进行课余体育锻炼。360名研究对象不做课间操、不上体育课以及不进行额外的体育活动。实验持续时间为两个月,实验结束后再次对实验组、自由锻炼组和消极恢复组的学生进行焦虑与抑郁问卷调查。
结果显示:1.在缓解灾区中学生焦虑与抑郁方面有规律的中等强度的课余体育锻炼效果最好,不进行强度控制的自由锻炼的效果次之,消极恢复的效果最差;2.实验组的健美操、羌族舞和慢跑组焦虑与抑郁的后测水平均低于前测水平,且差异均具有显著性。3.实验组不同锻炼项目对灾区中学生的焦虑与抑郁指标均有显著影响。
本研究将不同体育锻炼项目与灾区中学生的心理健康结合起来,为运动干预缓解灾区中学生焦虑与抑郁心理提供了一些参考。
May 12, 2008, earthquake occurred in Wenchuan. The earthquake brought great disaster to the People in earthquake areas and caused tremendous psychological trauma to the disaster area middle school students. In order to make up the curriculum which falls as a result of the earthquake, after the earthquake soon, the disaster area middle school then in abundance resumes classes. Does for the underage child, these student's psychology is also very frail, they have not walked from disaster's shadow, actually must withstand the study pressure. Therefore, for students from disaster area high school, mental health needs appeared to be necessary and urgent .
But in fact, the disaster area middle-school student's psychologically healthy demand has not obtained by far satisfies. After the earthquake, the psychological intervention method is used for to alleviate the disaster victims bad psychology condition. Even if so, because our country psychology intervention staff lack extremely, but disaster victims quantity is actually great, the disaster area majority middle-school students have not accepted the psychological intervention treatment well. Therefore, can the healthy development and smoothly complete the studies for the disaster area middle-school student, used other methods to alleviate these student's bad psychological condition then to have the vital significance.
in order to ease the effects of movement affecting anxiety and depression of the disaster area middle school students, provide theoretical support for carrying out physical exercises to alleviate adverse psychological and help the students restore mental health, The study has disaster area middle school students as objects, through the questionnaire to 360 students with high anxiety and depression level identified as the research object of this article,the effects of different physical education programs intervent anxiety and depression as content.
Specific methods are: The 360 subjects were divided into experimental group, the free exercise group and negative recovery group, three levels of anxiety and depression didn’t have significant difference; The experimental group students were randomly divided into jogging group, aerobics and dance Qiang group, inter-group level of anxiety and depression there were no significant differences; Three groups had been divided into three times and five times week groups, between groups no differences in anxiety and depression, the group members in their own time training to middle-intensity exercise for 30 minutes; The free exercise group's grouping situation and the experimental group were the same, but didn’t make the request to the exercise intensity. Experimental group and control group students didn’t do gymnastics, Cessation of physical education and without an additional sports . Experiment duration of two months after the end of the experiment the experimental group and control group students anxiety and depression questionnaire.
Result: 1. The effect of extracurricular physical exercising that was regular,moderate intensity was the best, the effect of free exercising to be in the mid-position, the effect of restoring negatively was the worst; 2. The post-test anxiety and depression level of aerobics, Qiang Dance and jogging groups was below than pre-test and the differences were significant. 3. different training course had significant effect on anxiety and depression of disaster area middle school students.
In this study, exercise and mental health projects has been combined, for the movement intervention to alleviate anxiety and depression in disaster psychology students to provide some reference.
引文
[1][10]Hayden R M, Allen G J. Relationship between AerobicExercise, Anxiety, and Depression:Convergent Validation by Knowledgeable Informants[J]. Sport Med, 1984, (24): 69-74.
[2][39] Berger B G, Mcinman A. Exercise and the quality of life [M]. In: Singer R N, MurpheyM. Tennant. L K, Handbook of research on sport psychology. New York: Macmillan publishing company, 1993.
[3]何秋华,刘夫力.课余体育锻炼对促进大学生心理健康的研究[J].体育学刊,2002, 9(5): 59-61.
[4]丁雪琴,高潮登.体育运动与青少年心理健康的调查研究—对北京、香港青少年心理压力诱因的调查研究及对比研究[J].体育科学, 1998, 18(5): 83-86.
[5] Morgan W P, Elicklon K A.Health, anxiety, and physical exercise. Anxietyin sport: An international perspective[J]. Hemisphere. 1989, (5): 56-59.
[6] Crews D J. Meta-analytic review of aerobic fitness and reactivity to psychological stressor[J].Med Sci Sports Exe, 1987, 19(5): 114-120.
[7]杨云.不同体育锻炼项目对大学生心理健康水平的影响研究[D].东北师范大学, 2006.
[8][19] Mclnman A D, Berger B G. Self-Concept and Mood Changes Assolated with Aerobic Dance [J]. Au JPsych, 1993, (45): 134-140.
[9][20] King, A C, Taylor, C B, Haskell, W L, et al. Influence of regular aerobic exercise on phychological health: A randomized, controlled trial of healthy middle aged adults [J]. Health Psych, 1989(8): 305-324.
[11] North·T·C MoCullagh P & Tran Z V·Effect of exercise on depression [J]. In K. B. Pandolf & J. O. Holloszy(Eds), Exercise and sport Science Review, 1990, 18, 379-415.
[12] Lafontaine T P. Aerobic exercise and mood: brief review [J]. 1985-1990. Sports Medicine, 1992, 13 (3): 160-170.
[13] Petruzzello S J·A mate analysis on the anxiety reducing effects of acute and chronic exercise[J]. Sport Medicine, 1991, 11 (3): 143-182.
[14][40]徐波,季浏,胡章萍,叶斌,陈飞飞,等.体育锻炼缓解研究生抑郁和焦虑的研究[J].广州体育学院学报, 2002, 22(3): 42-43.
[15]季浏.体育锻炼对儿童抑郁的缓解作用[J].沈阳体育学院学报, 2004, 23(4): 555-556.
[16]陈新富,刘静,邱丕相.太极拳运动对中老年女性心理健康的影响[J].上海体育学院学报, 2005, 29(5): 79-82.
[17]毕秀淑,彭延春.体育锻炼对大学生心理健康的影响[J].中国体育科技, 2003, 39(3): 30-31.
[18][35]曾凡,曾芊,张琴,黄玉山,等.运动处方对中学生心理健康影响效应的实验研究[J].广州体育学院学报, 2003, 20(3): 62-66.
[21]周登嵩.学校体育学[M].北京:人民体育出版社, 2004.
[22]李淑琦,徐俪瑜,郑琳.心理学与心理卫生[M].科学技术文献出版社, 1999.
[23]朱智贤.朱智贤心理学文选:理论心理学.发展心理学.心理学小品集[M].北京:人民教育出版社, 1989.
[24] World Health Organization. Emergency and humanitarian action, 2005.
[25] Ordner. Schnyder. Reconstructing early intervention after trauma. Oxford University Press, 203:82-92.
[26] World Health Organization. International Classification of disease (ICD-10).
[27]董惠娟,李小军,杜满庆,杨彦波,等.地震灾害心理伤害的相关问题研究[J].自然灾害学报, 2007(16): 153-158.
[28][29]李莉,张芳.救心,迫在眉睫—灾难后的心理干预[J].城色, 2008年第6期. 118-123.
[30][37][38][42]殷恒婵,傅雪林.对体育锻炼心理健康效应研究的分析与展望[J].体育科学, 2004,24(6):37-39.
[31][43]刘恒,张建新.我国中学生症状自评量表(SCL - 90)评定结果分析[J].中国心理卫生, 2002(2): 88-90.
[32][34]卫生评定汪向东.心理量表手册(增刊).北京:中国心理卫生杂志社, 1993: 31-35.
[33] Long B C. Aerobic conditioning and stress inoculation intervention: An exploratory study of coping[J]. Int J Sport Psychol, 1993, 94-109.
[36][41]王霞,颜军.中小强度的健美操和跑步锻炼缓解女大学生抑郁情绪的实验研究[J].武汉体育学院学报, 2006, 40(10): 69-73.
[40]宋子良.不同频度的体育活动与大学生心理健康状况关系的研究[J].北京体育大学报, 2008, 31(7): 948-950.
[44]唐闻捷,张玮.体育锻炼干预大学生抑郁情绪的功能探析[J].北京体育大学学报, 2008, 31(11): 1534-1536.
[45]晏宁,毛荣建,毛志雄.身体活动与身体锻炼的情绪效应[J].北京体育大学学报,2003,26(1):30-32.
[46]王继才,郑海涛,陈晓岗.抑郁焦虑共病研究及其辩证思维[J].医学与哲学(人文社会医学版), 2007, 28(7): 59-60.
[47] NorthTC, McCullagh P, Tran ZV. Effect of exercise on depression[J]. Exerc Sports Sci Rev 1990, 18: 379-415.
[48]司徒炳坤,等.体育舞蹈对心理健康影响[J].北京体育大学学报,1997,20(2):12-16.
[49]刘海燕.不同时间和强度的健美操锻炼对女大学生心理健康影响的研究[J].2006(3):82-84.
[2][39] Berger B G, Mcinman A. Exercise and the quality of life [M]. In: Singer R N, MurpheyM. Tennant. L K, Handbook of research on sport psychology. New York: Macmillan publishing company, 1993.
[3]何秋华,刘夫力.课余体育锻炼对促进大学生心理健康的研究[J].体育学刊,2002, 9(5): 59-61.
[4]丁雪琴,高潮登.体育运动与青少年心理健康的调查研究—对北京、香港青少年心理压力诱因的调查研究及对比研究[J].体育科学, 1998, 18(5): 83-86.
[5] Morgan W P, Elicklon K A.Health, anxiety, and physical exercise. Anxietyin sport: An international perspective[J]. Hemisphere. 1989, (5): 56-59.
[6] Crews D J. Meta-analytic review of aerobic fitness and reactivity to psychological stressor[J].Med Sci Sports Exe, 1987, 19(5): 114-120.
[7]杨云.不同体育锻炼项目对大学生心理健康水平的影响研究[D].东北师范大学, 2006.
[8][19] Mclnman A D, Berger B G. Self-Concept and Mood Changes Assolated with Aerobic Dance [J]. Au JPsych, 1993, (45): 134-140.
[9][20] King, A C, Taylor, C B, Haskell, W L, et al. Influence of regular aerobic exercise on phychological health: A randomized, controlled trial of healthy middle aged adults [J]. Health Psych, 1989(8): 305-324.
[11] North·T·C MoCullagh P & Tran Z V·Effect of exercise on depression [J]. In K. B. Pandolf & J. O. Holloszy(Eds), Exercise and sport Science Review, 1990, 18, 379-415.
[12] Lafontaine T P. Aerobic exercise and mood: brief review [J]. 1985-1990. Sports Medicine, 1992, 13 (3): 160-170.
[13] Petruzzello S J·A mate analysis on the anxiety reducing effects of acute and chronic exercise[J]. Sport Medicine, 1991, 11 (3): 143-182.
[14][40]徐波,季浏,胡章萍,叶斌,陈飞飞,等.体育锻炼缓解研究生抑郁和焦虑的研究[J].广州体育学院学报, 2002, 22(3): 42-43.
[15]季浏.体育锻炼对儿童抑郁的缓解作用[J].沈阳体育学院学报, 2004, 23(4): 555-556.
[16]陈新富,刘静,邱丕相.太极拳运动对中老年女性心理健康的影响[J].上海体育学院学报, 2005, 29(5): 79-82.
[17]毕秀淑,彭延春.体育锻炼对大学生心理健康的影响[J].中国体育科技, 2003, 39(3): 30-31.
[18][35]曾凡,曾芊,张琴,黄玉山,等.运动处方对中学生心理健康影响效应的实验研究[J].广州体育学院学报, 2003, 20(3): 62-66.
[21]周登嵩.学校体育学[M].北京:人民体育出版社, 2004.
[22]李淑琦,徐俪瑜,郑琳.心理学与心理卫生[M].科学技术文献出版社, 1999.
[23]朱智贤.朱智贤心理学文选:理论心理学.发展心理学.心理学小品集[M].北京:人民教育出版社, 1989.
[24] World Health Organization. Emergency and humanitarian action, 2005.
[25] Ordner. Schnyder. Reconstructing early intervention after trauma. Oxford University Press, 203:82-92.
[26] World Health Organization. International Classification of disease (ICD-10).
[27]董惠娟,李小军,杜满庆,杨彦波,等.地震灾害心理伤害的相关问题研究[J].自然灾害学报, 2007(16): 153-158.
[28][29]李莉,张芳.救心,迫在眉睫—灾难后的心理干预[J].城色, 2008年第6期. 118-123.
[30][37][38][42]殷恒婵,傅雪林.对体育锻炼心理健康效应研究的分析与展望[J].体育科学, 2004,24(6):37-39.
[31][43]刘恒,张建新.我国中学生症状自评量表(SCL - 90)评定结果分析[J].中国心理卫生, 2002(2): 88-90.
[32][34]卫生评定汪向东.心理量表手册(增刊).北京:中国心理卫生杂志社, 1993: 31-35.
[33] Long B C. Aerobic conditioning and stress inoculation intervention: An exploratory study of coping[J]. Int J Sport Psychol, 1993, 94-109.
[36][41]王霞,颜军.中小强度的健美操和跑步锻炼缓解女大学生抑郁情绪的实验研究[J].武汉体育学院学报, 2006, 40(10): 69-73.
[40]宋子良.不同频度的体育活动与大学生心理健康状况关系的研究[J].北京体育大学报, 2008, 31(7): 948-950.
[44]唐闻捷,张玮.体育锻炼干预大学生抑郁情绪的功能探析[J].北京体育大学学报, 2008, 31(11): 1534-1536.
[45]晏宁,毛荣建,毛志雄.身体活动与身体锻炼的情绪效应[J].北京体育大学学报,2003,26(1):30-32.
[46]王继才,郑海涛,陈晓岗.抑郁焦虑共病研究及其辩证思维[J].医学与哲学(人文社会医学版), 2007, 28(7): 59-60.
[47] NorthTC, McCullagh P, Tran ZV. Effect of exercise on depression[J]. Exerc Sports Sci Rev 1990, 18: 379-415.
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