基于学校的体育活动干预对儿童体适能及心理社会适应能力的影响：一项系统综述与荟萃分析。
完整摘要 · 中文译文
背景：基于学校的体力活动（PA）干预是改善儿童健康的人群层面策略，然而关于其对体适能和社会心理适应的联合效应的证据仍较为零散。本系统综述和荟萃分析综合了来自对照干预试验（随机和非随机）的证据，考察基于学校的体力活动干预对6-12岁儿童体适能（心肺适能、肌肉适能、身体成分）和社会心理适应（自尊、心理幸福感、社会功能）的影响。 方法：遵循PRISMA 2020指南，我们检索了PubMed、Web of Science、Embase、SPORTDiscus、Cochrane Library和PsycINFO，检索时间从建库至2026年1月15日。纳入标准为随机对照试验（RCT）和非随机对照试验，干预措施为至少8周的基于学校的体力活动干预，且至少包含一项体适能或社会心理结局指标。采用Hedges' g进行随机效应荟萃分析。异质性通过I²和Cochran's Q评估。偏倚风险使用Cochrane偏倚风险2工具（针对RCT）和ROBINS-I（针对非随机试验）进行评估。 结果：共40项研究（39项随机，1项非随机）涉及21,793名参与者符合纳入标准。基于学校的体力活动干预与心肺适能的显著改善相关（g = 0.36，95% CI [0.25, 0.46]，p < 0.001，I² = 98%）和肌肉适能的显著改善相关（g = 0.24，95% CI [0.17, 0.31]，p < 0.001，I² = 93%）；体质指数的小幅下降未达到统计学显著性。 统计学意义（g = -0.11, 95% CI [-0.27, 0.04], p = 0.154, I² = 98%）。对于心理社会结局，发现自尊（g = 0.18, 95% CI [0.10, 0.27], p < 0.001）、心理健康（g = 0.15, 95% CI [0.09, 0.21], p < 0.001）和社会功能（g = 0.21, 95% CI [0.04, 0.38], p = 0.018）存在显著的小效应。探索性亚组分析提示，多成分干预、持续时间≥24周以及每周≥3次的干预与更大的效应相关。 结论：基于学校的体力活动干预与儿童体能的小至中度改善以及心理社会适应的小幅改善相关。这些发现支持将综合性体力活动项目纳入学校课程。然而，心理社会结局的小效应量以及显著的异质性强调，需要进行采用标准化测量方案的严谨研究。
完整摘要 · 英文原文
BACKGROUND: School-based physical activity (PA) interventions are a population-level strategy for improving children's health, yet evidence on their combined effects on physical fitness and psychosocial adaptation remains fragmented. This systematic review and meta-analysis synthesized evidence from controlled intervention trials (randomized and non-randomized) examining school-based PA interventions on physical fitness (cardiorespiratory fitness, muscular fitness, body composition) and psychosocial adaptation (self-esteem, psychological well-being, social functioning) in children aged 6-12 years. METHODS: Following PRISMA 2020 guidelines, we searched PubMed, Web of Science, Embase, SPORTDiscus, Cochrane Library, and PsycINFO from inception to 15 January 2026. Randomized controlled trials (RCTs) and non-randomized controlled trials with a minimum 8-week school-based PA intervention and at least one physical fitness or psychosocial outcome were eligible. Random-effects meta-analyses were performed using Hedges' g. Heterogeneity was assessed with I2 and Cochran's Q. Risk of bias was evaluated using the Cochrane Risk of Bias 2 tool for RCTs and ROBINS-I for non-randomized trials. RESULTS: Forty studies (39 randomized, 1 non-randomized) involving 21,793 participants met inclusion criteria. School-based PA interventions were associated with significant improvements in cardiorespiratory fitness (g = 0.36, 95% CI [0.25, 0.46], p < 0.001, I2 = 98%) and muscular fitness (g = 0.24, 95% CI [0.17, 0.31], p < 0.001, I2 = 93%); the small reduction in body mass index did not reach statistical significance (g = -0.11, 95% CI [-0.27, 0.04], p = 0.154, I2 = 98%). For psychosocial outcomes, significant small effects were found for self-esteem (g = 0.18, 95% CI [0.10, 0.27], p < 0.001), psychological well-being (g = 0.15, 95% CI [0.09, 0.21], p < 0.001), and social functioning (g = 0.21, 95% CI [0.04, 0.38], p = 0.018). Exploratory subgroup analyses suggested that larger effects were associated with multicomponent interventions, durations of ≥24 weeks, and ≥3 sessions per week. CONCLUSION: School-based PA interventions were associated with small-to-moderate improvements in physical fitness and small improvements in psychosocial adaptation in children. The findings support integrating comprehensive PA programs into school curricula. However, the small effect sizes for psychosocial outcomes and substantial heterogeneity underscore the need for rigorous studies with standardized measurement protocols.