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目的比较不同方式隔网对抗项目体育锻炼对大学生焦虑抑郁的干预效果,为治疗大学生焦虑和抑郁提供参考。方法采用整群抽样方法对桂林某高校大一学生进行问卷调查,共获得焦虑抑郁阳性值98人。采用持拍(乒、羽、网)单打练习、持拍(乒、羽、网)双打练习、排球(气排、软排、硬排)练习对焦虑抑郁倾向的大学生进行干预,比较不同运动干预后受试者焦虑自评量表(SAS),SCL-90量表焦虑因子(F5)及抑郁因子(F4)、抑郁自评量表(SDS)得分变化。结果实验前持拍单打组、持拍双打组、排球组SAS得分分别为(59.73±4.68)(59.75±4.71)(59.77±4.73);F5得分分别为(3.12±0.69)(3.13±0.73)(3.11±0.74),SDS得分分别为(58.64±4.23)(58.75±4.35)(58.59±4.37);F4得分分别为(3.27±0.76)(3.29±0.77)(3.28±0.75);实验后3组SAS得分分别为(51.24±3.43)(56.29±3.23)(53.78±3.46),F5得分分别为(2.29±0.58)(2.78±0.67)(2.43±0.62),SDS得分分别为(56.75±3.74)(54.05±3.78)(51.12±3.59),F4得分分别为(3.21±0.79)(3.29±0.77)(2.83±0.59)。持拍单打组、持拍双打组、排球组实验后SAS,F5得分较各自实验前差异均有统计学意义(t值分别为-2.769,-3.356,-1.986,-2.479,-2.456,-3.125,P值均<0.05);持拍双打练习组、排球练习组实验后SDS,F4得分较各自实验前水平差异均有统计学意义(t值分别为-2.326,-2.779;-2.759,-2.943,P值均<0.05)。实验后,持拍单打组SAS,F5得分与持拍双打组和排球组相比,差异均有统计学意义,而持拍双打组SAS,F5得分较排球组差异均有统计学意义;持拍单打组SDS,F4得分与持拍双打组、排球组相比,差异均有统计学意义,持拍双打组SDS,F4得分较排球组差异均有统计学意义(P值均<0.05)。结论不同方式的隔网对抗项目体育锻炼可不同程度改善大学生抑郁焦虑水平,其中排球运动抗抑郁效果最佳,持拍单打抗焦虑最佳。
Objective To compare the effects of different ways of intercourse against the anxiety and depression of college students on physical activity and provide reference for the treatment of college students’ anxiety and depression. Methods A cluster sampling method was used to conduct a questionnaire survey on freshmen in a university in Guilin. A total of 98 people with anxiety and depression were obtained. The practice of taking the beat (ping, feather, net) singles practice, the practice of taking the beat (ping, feather, net) doubles and the volleyball (air row, soft row and hard row) (SAS), SCL-90 scale anxiety factor (F5), depression factor (F4), and depression self-rating scale (SDS) scores after the treatment. Results Before the experiment, the scores of SAS in the stand-alone group, the stand-up doubles group and the volleyball group were (59.73 ± 4.68) (59.75 ± 4.71) (59.77 ± 4.73), and the F5 scores were 3.12 ± 0.69 (3.13 ± 0.73) 3.11 ± 0.74 respectively). The score of SDS was (58.64 ± 4.23) (58.75 ± 4.35) and (58.59 ± 4.37) respectively, and the score of F4 was 3.27 ± 0.76 (3.29 ± 0.77) and 3.28 ± 0.75 Score of (51.24 ± 3.43) (53.78 ± 3.46), (2.29 ± 0.58) (2.78 ± 0.67), (2.43 ± 0.62) respectively, SDS score was (56.75 ± 3.74) (54.05 ± 3.78) (51.12 ± 3.59), F4 scores were (3.21 ± 0.79) (3.29 ± 0.77) (2.83 ± 0.59), respectively. The differences of SAS and F5 between the two groups were statistically significant (t = -2.769, -3.356, -1.986, -2.479, -2.456, -3.125, respectively) , P <0.05). The SDS and F4 scores of the doubles training group and the volleyball practice group were all significantly different from their pre-experiment levels (t = -2.326, -2.779, -2.759, -2.943 , P <0.05). After the experiment, there were significant differences between SAS and F5 scores in holding and playing singles groups and those in holding bats and volleyball teams. SAS and F5 scores in holding and playing doubles group were significantly different from those in volleyball group. There were significant differences between SDS and F4 scores in single-group group and those in double-group group and volleyball group. There were significant differences in SDS and F4 scores between the two groups (P <0.05). Conclusion Different ways of inter-net confrontation project can improve the degree of depression and anxiety of college students in different degrees. Among them, the anti-depressive effect of volleyball is the best and the anti-anxiety of beat singles is the best.