高強度間歇訓練與阻力訓練對自覺健康、身體意象、幸福感與體育學習成效的影響

"Effects of high-intensity interval training and resistance training on self-perception of health awareness, body image, well-being, and learning effect of physical education in sedentary college students"

緒論：美國運動醫學會建議男女性參與規律的有氧及阻力運動可獲得非常多身體與心理的健康。然而，目前未知高強度間歇訓練與阻力訓練能否改善坐式生活大學生的自覺健康、身體意象、幸福感與體育學習成效。目的：本研究探討六週的高強度間歇訓練(HIIT)與阻力訓練(RT)對大學生之自覺健康、身體意象、幸福感與體育學習成效的影響。方法：66名無HIIT與RT經驗的大學生，以隨機對照試驗分為三組。RT訓練組(30名)：採適合個人重量的機械式動作，包括臥推、坐姿肩上推舉、坐姿高拉滑輪下拉、坐姿旋轉機、腹肌訓練機、背部訓練機、後蹲舉、坐姿腿伸機、臥姿腿彎舉；HIIT組(24名)：12個訓練動作包括高抬腿跑步、棒式出拳、開合跳、側滑步、跳繩、單腳跳躍、波比跳、俄羅斯轉體、啞鈴弓箭步、啞鈴肩上推舉、伏地挺身和蹲跳；控制組(12名)不進行任何運動訓練。RT組的受試者以2-3秒向心收縮與2-3秒離心收縮完成動作，學生以強度相當於70 - 80%最大肌力完成每組8-14次的反覆動作共3組。HIIT組以總時間12分鐘的運動為主，以≥80 %最大心跳率進行訓練，每一個動作執行30秒後休息15秒。受試者在運動訓練前、後填寫自覺健康、身體意象以及幸福感量表並於訓練後檢測體育學習成效。本研究以單因子共變數分析比較不同性別大學生之自覺健康、身體意象與幸福感的差異，以單因子變異數分析檢定HIIT、RT和控制組之體育學習成效、自覺健康、身體意象與幸福感的差異。結果：大學男性的自覺健康與身體意象顯著高於女性，女性的幸福感顯著高於男性。六週RT訓練能提升大學生的自覺健康、身體意象、幸福感與體育學習成效，HIIT訓練可以改善身體意象以及提高體育學習成效。結論：阻力訓練與高強度間歇訓練皆可提升體育學習成效，但是阻力訓練能明顯改善大學生的自覺健康、身體意象與幸福感。

"Introduction: The American College of Sports Medicine recommends that male and female adults perform regular aerobic and resistance exercises associated with numerous physical and mental health. However, it is unknown whether high-intensity interval training (HIIT) and resistance training (RT) improve sedentary college students’self-perceptions of health awareness (SPHA), body image (BI), well-being (WB), and the learning effect of physical education (LEPE). Purpose: To determine the six weeks of HIIT and RT programs on the SPHA, BI, and WB, and LEPE in college students. Methods: This study was a randomized control study of 66 college students with no prior HIIT and RT experiences. Students were randomly divided into three groups. The RT group (n = 30) performed the machines as the weights adjusted for each student with bench press, seated shoulder press, lat pulldown, seated rotation machine, abdominal training machine, back training machine, back squat, seated leg extension, and lying leg curls. The HIIT group (n = 24) involves twelve movements with high knee run, plank punch, jumping jack, side skaters, jump rope, single leg jump, burpees, Russian twists, dumbbell lunges, dumbbell shoulder press, push-up, and squat jumps. The control group (n = 12) was not perform any exercise. The RT group was instructed to complete each lift using a 2-3-s concentric phase and a 2-3-s eccentric phase, students performed 3 sets of 8-14 repetitions of the RT with a load corresponding to 70%-80% one-repetition maximum. The HIIT group commenced with a total duration of 12-min in an exercise session at a maximal heart rate corresponding to≥80%. Every moment consists of 30-s and 15-s rest between every movement. The LEPE was examined after training, and the SPHA, BI, and WB questionnaire was used in the pre- and post-training. One-way ANCOVA was conducted to compare male and female students’SPHA, BI, and WB at post-training. One-way ANOVA was used to assess students’LEPE, SPHA, BI, and WB among the HIIT, RT, and the control groups. Results: The male students’SPHA and BI were significantly higher than their female counterparts; the female students’WB was significantly higher than their male counterparts. The six-week of RT significantly improved students’SPHA, BI, WB, and LEPE, and the HIIT improved college students’BI and LEPE. Conclusion: Both RT and HIIT were found to improve students’LEPE, but the RT significantly enhanced those college students’SPHA, BI, and WB."