运动类APP对大学生体质健康发展的影响

  目的  探讨使用运动类APP的数据记录和社会互动功能进行健身锻炼对大学生体质健康的影响，为利用APP参与健身提供理论支持。  方法  招募96名西安外国语大学和西北大学学生，使用随机数字表分为对照组(35名)、记录组(29名)和互动组(32名)，记录组和互动组采用Keep APP进行12周运动干预，对照组不进行任何干预，保持原有活动，干预前后分别对受试者进行体质测试。  结果  干预后记录组女生坐位体前屈(19.36±4.55)cm、肺活量(2 929.93±422.52)mL、1 min仰卧起坐(39.71±8.32)次、立定跳远(165.14±14.73)cm与干预前(16.39±6.15)cm、(2 690.93±380.45)mL、(36.14±9.53)次、(157.64±14.93)cm]相比均提高(t值分别为-3.34，-2.82，-3.52，-4.55，P值均 < 0.05)，男生体质量指数(BMI)(22.79±2.18)(22.19±2.22)kg/m2]显著下降，引体向上成绩3.50(2.00，4.75)，4.50(3.25，9.25)次]显著提高(t/Z值分别为3.90，-2.04，P值均 < 0.05)。干预后互动组男生坐位体前屈(13.08±2.23)cm和引体向上6.00(0.00，12.00)次]，女生坐位体前屈(21.43±5.14)cm、肺活量(3 259.33±562.70)mL、立定跳远(171.83±19.17)cm与干预前(9.78±3.96)cm、1.00(0.00，7.50)次、(18.86±6.26)cm、(2 870.94±429.62)mL、(162.78±17.20)cm]相比显著升高(t/Z值分别为-4.22，-2.02，-3.43，-2.68，-3.84，P值均 < 0.05)。干预后组间比较发现，与对照组相比，记录组男生肺活量和立定跳远成绩显著提高，女生1 min仰卧起坐成绩显著提高；互动组男生坐位体前屈和立定跳远成绩显著升高，女生坐位体前屈和肺活量成绩显著提高；与记录组相比，互动组男生的坐位体前屈成绩显著提高(P值均 < 0.05)。  结论  使用运动类APP进行运动锻炼可有效提高学生体质健康水平。

Impact of sports activity tracking APP on physical fitness of college students

  Objective  To explore the impact of using sports activity tracking APP data recording and social fitness activities on physical and mental health of college students, and to provide theoretical support for using APP to participate in fitness.  Methods  A total of 96 students from Xi'an International Studies University and Northwest University were recruited and divided into the control group(35 students), the recording group (29 students)and the interactive group(32 students) by using random number table. The recording group and the interactive group used APP for 12 weeks of exercise intervention, while the control group receive no intervention. For any intervention, participants received physical fitness tests before and after the intervention.  Results  After the intervention, sit and reach (19.36±4.55)cm], lung vital capacity (2 929.93±422.52)mL], sit-ups for 1 minute(39.71±8.32) times, standing long jump (165.14±14.73)cm] in girls of the recording group significantly increased compared with pre-intervention (16.39±6.15)cm, (2 690.93±380.45)mL, (36.14±9.53) times, (157.64±14.93)cm](t=-3.34, -2.82, -3.52, -4.55, P < 0.05), and the BMI of boys(22.79±2.18)(22.19±2.22)km/m2] significantly decreased, and pull-up of boys3.50(2.00, 4.75), 4.50(3.25, 9.25)times] significantly increased(t=3.90, Z=-2.04, P < 0.05). After the intervention, sit and reach and pull-up of boys in the interacticve group (13.08±2.23)cm, 6.00(0.00, 12.00)times], and sit and reach (21.43±5.14)cm], lung vital capacity (3 259.33±562.70)mL], standing long jump (171.83±19.17)cm] among girls in the interactive group was significantly higher than that before the intervention (9.78±3.96)cm, 1.00(0.00, 7.50)tims, (18.86±6.26)cm, (2 870.94±429.62)mL, (162.78±17.20)cm] (t/Z=-4.22, -2.02, -3.43, -2.68, -3.84, P < 0.05). After the intervention, compared with the control group, lung vital capacity and standing long jump scores of boys in the recording group were significantly improved, while the scores of sit-ups for 1 minute in girls were significantly improved; sit and reach and standing long jump performance of boys in the interactive group were significantly improved; sit and reach and lung vital capacity among girls in the interactive group were significantly improved(P < 0.05). Boys in the interactive group showed a significant improvement in sit and reach compared to the recording group (P < 0.05).  Conclusion  Using sports activity tracking APP can effectively improve students' physical fitness, can promote student participation and persistence in physical activity.