目的:这项研究的目的是进行系统评价,以总结和评估最近在基于游戏的体育干预对儿童和青少年的愉快影响方面取得的进展。此外,它试图确定影响儿童和青少年参与体育游戏的愉快结果的影响和变量,通过荟萃分析。
方法:这项研究涉及对WebofScience等不同数据库的全面搜索,PubMed,Embase,EBSCOhost,科克伦,还有Scopus.为选择过程建立了具体标准,以确保包括相关文献。纳入研究的质量评估是根据Cochrane5.1手册中概述的指南进行的。采用ReviewManager5.3软件合成效果大小。此外,使用漏斗图评估偏差,并确定异质性的潜在来源,进行亚组分析。
结果:共有1907篇学术论文,其中2篇文章是通过其他数据源识别的。本研究研究了涉及体育游戏的教学干预对儿童和青少年享受的影响。结果表明有显著的正效应(MD=0.53,95CI:[0.27,0.79],P<0.05)对享受的干预。亚组分析进一步显示,两个男孩(MD=0.31,95CI:[0.13,0.50],P<0.05)和女孩(MD=0.28,95CI:[0.05,0.51],P<0.05)与传统体育相比,获得了更高的乐趣。此外,12岁以下儿童(MD=0.41,95CI:[0.17,0.64],P<0.05)受益于每次至少30分钟或更长时间的会议(MD=0.40,95CI:[0.19,0.60],P<0.05),每周发生1至3次(MD=0.28,95CI:[0.16,0.40],P<0.05),并持续超过3周(MD=0.81,95CI:[0.29,1.34],P<0.05)。这些发现表明,体育游戏的实施可以成为该学科教学的有效方法。
结论:1)使用物理游戏的干预已被证明在增强儿童和青少年的享受方面产生了有益的结果。2)旨在促进儿童和青少年享受的治疗的有效性受到几个方面的影响,包括性别,年龄,体力活动的持续时间和频率,以及使用的特定活动周期。
OBJECTIVE: The objective of this study was to conduct a systematic
review to summarize and assess the advancements lately made on the enjoyable impacts of game-based physical education interventions on children and adolescents. Additionally, it attempted to identify the effects and variables influencing the enjoyable outcomes of children and adolescents\' engagement in physical education games, through meta-analysis.
METHODS: This study involves a comprehensive search of different databases like Web of Science, PubMed, Embase, EBSCOhost, Cochrane, and Scopus. Specific criteria are established for the selection process to make sure the relevant literature included. The quality assessment of the included researches is conducted based on the guidelines outlined in the Cochrane 5.1 handbook.
Review Manager 5.3 software is employed to synthesis the effect sizes. Additionally, bias is assessed using funnel plots, and to identify potential sources of heterogeneity, subgroup analyses are performed.
RESULTS: A total of 1907 academic papers, out of which 2 articles were identified via other data sources. The present study examined the impact of a pedagogical intervention involving physical education games on the enjoyment experienced by children and adolescents. The results indicated a significant positive effect (MD = 0.53, 95%CI:[0.27,0.79], P < 0.05) of this intervention on enjoyment. Subgroup analyses further revealed that both boys (MD = 0.31, 95%CI:[0.13,0.50], P < 0.05) and girls (MD = 0.28, 95%CI:[0.05,0.51], P < 0.05) experienced increased pleasure compared to traditional physical education. Additionally, children under 12 years of age (MD = 0.41, 95%CI:[0.17,0.64], P < 0.05) benefited from sessions lasting at least 30 minutes or more per session (MD = 0.40, 95%CI:[0.19,0.60], P < 0.05), occurring 1 to 3 times per week (MD = 0.28, 95%CI:[0.16,0.40], P < 0.05), and lasting for more than 3 weeks (MD = 0.81, 95%CI:[0.29,1.34], P < 0.05). These findings suggest that the implementation of physical education games can be an effective approach to teaching this subject.
CONCLUSIONS: 1) Interventions using physical games have been shown to yield beneficial outcomes in terms of enhancing the enjoyment experienced by children and adolescents. 2) The effectiveness of treatments aimed at promoting enjoyment among children and adolescents is influenced by several aspects, including gender, age, duration and frequency of physical activity, as well as the specific cycle of activity used.