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| 1 | Overweight, obesity, and screen-time viewing among Chinese school-aged children: National prevalence estimates from the 2016 Physical Activity and Fitness in China—The Youth Study显示文摘Purpose: This study presents the most recent estimates of prevalence of overweight, obesity, and screen-time viewing among Chinese school-aged children. Demographic differences in these estimates between sexes and resident locales were also examined.Methods: Cross-sectional analyses of 116,615 Chinese school children 9 to 17 years of age who participated in the 2016 Physical Activity and Fitness in China—The Youth Study project. Outcomes were the prevalence of children's overweight(85 th ≤ body mass index(BMI) < 95 th percentile) and obesity(BMI ≥95 th percentile)(defined by the Working Group on Obesity in China) and not meeting screen-time viewing recommendations('not meeting' was defined as more than 2 h per day of viewing activities after school). Analyses were conducted on the whole sample and by school grade cohorts(primary, junior middle, and junior high schools), sex, and residence locales(urban, rural).Results: Overall, 14.4%(95% confidence interval(CI): 13.8%–15.0%) of children and adolescents were overweight, 11.9%(95%CI: 11.0%–13.0%) were obese, and 36.8%(95%CI: 34.7%–38.9%) did not meet screen-time viewing recommendations. Across the 3-grade cohorts, boys were more likely to be obese than girls, and primary and junior middle school children living in urban areas were more likely to be obese than those living in rural areas. Primary and junior middle school boys were less likely to meet screen-time recommendations than girls, and junior high school children living in urban areas were less likely to meet screen-time recommendations than school children of the same grades living in rural areas.Conclusion: In 2016, the prevalence of obesity among Chinese school children was about 12%, and about 37% of them did not meet screen-time viewing recommendations. The prevalence of obesity and sedentary behavior was generally higher among boys than among girls, and it was higher for children living in urban areas than for those living in rural areas. | Yujun Cai Xihe Zhu Xueping Wu | 2017 | Journal of Sport and Health Science2017，6，4： | 30 |
| 2 | Health-related fitness knowledge growth in middle school years:Individual-and school-level correlates显示文摘Background:Health-related fitness knowledge(HRFK)has been an essential concept for many health and physical education programs.There has been limited understanding and longitudinal investigation on HRFK growth.This longitudinal study examined HRFK growth and its individual-and school-level correlates in middle school years under 1 curriculum condition:Five for Life.Methods:Participants were 12,044 students from 47 middle schools.Data were collected at both individual/participant and school/institution levels.Individual-level variables included gender,grade,and HRFK test scores.School-level variables included percentage of students receiving free and reduced meals(FARM),student-to-faculty ratio for physical education,and school academic performance(SAP).We used hierarchical linear modeling to examine HRFK 3-year growth in relation to individual-and school-level correlates.Results:The average HRFK score at 6th grade for females was 42.81%±1.32%.The predicted HRFK growth was 17.06%±1.02%per year,holding other factors constant.A 1-standard deviation increase in FARM correlated with a 14.68%-point decrease in predicted test score(p=0.02).A 1-standard deviation increase in SAP was associated with an 11.90%-point increase in HRFK score.Males had a significantly lower growth rate than females during the middle school years(0.78%/year,p=0.02).Conclusion:The result showed that both individual-and school-level variables such as gender,FARM,and SAP influenced HRFK growth.Educators should heed gender differences in growth curves and recognize the correlates of school-level variables. | Xihe Zhu Justin A.Haegele Haichun Sun | 2020 | Journal of Sport and Health Science2020，9，6： | 5 |
| 3 | An Outbreak of the SARS-CoV-2 Omicron Variant BA.1—Zhuhai City,Guangdong Province,China,January 13,2022显示文摘On January 13,2022,Zhuhai CDC received a notification that a coronavirus disease 2019(COVID-19)case was found in the fever clinic in nearby Zhongshan City.Zhuhai CDC promptly carried out large-scale population screening in three nearby counties.A total of 4 COVID-19 cases were found in Nanping County.34 cases were screened from close contacts,and 2 cases were reported from close contacts in other cities of Guangdong Province.The 20 cases were sequenced by Guangdong CDC and identified as the variant of concern(VOC)/Omicron variant BA.1.Since January 14,Zhuhai has carried out 8 rounds of nucleic acid screening for COVID-19 in the county where the cases occurred.Four large-scale nucleic acid screening tests for COVID-19 were conducted across the city,and no new community cases were reported after January 15. | Feng Ruan Xuebao Zhang Songjian Xiao Xihe Ni Xiling Yin Zhongwen Ye Guorong Chen Tingting Zhu Zeling Chen Gang Yao Long Chen Sichen Huang Huitao Huang Yi Zhou Heyan Wu Hui Huang Kejing Zhu Shanzi Huang Xiaoou Tang Min Kang Bosheng Li Wenhua Mei | 2022 | China CDC weekly2022，4，30： | 2 |
| 4 | 体育教学中影响学生热量消耗的因素(英文)显示文摘Background:Increasing caloric expenditure in physical education is considered an effective school-based approach to addressing the child obesity epidemic.This study was designed to determine synergistic influences of student characteristics and lesson factors on caloric expenditure in elementary and middle school physical education. Methods:The study used a multi-level design.Level-1 factors included personal characteristics:age,gender,and body mass index.Level-2 factors included lesson length,content,and school level.Based on the Center for Disease Control and Prevention age—gender adjusted growth chart,students in 87 classes from 14 elementary and 15 middle schools were pre-screened into 'Overweight','Healthy weight',or 'Thin' groups.One boy and one girl were randomly selected from each group in each class as data providers(264 elementary and 294 middle school students).Caloric expenditure was measured in 243 physical education lessons using accelerometers. Results:Analysis of variance revealed and hierarchical linear modeling confirmed separate age by body mass index,age by gender,and content by lesson—length interaction effects,suggesting that the personal and lesson factors influenced caloric expenditure independently.Older male and heavier students burned more calories in all lessons.Students burned more calories in 45—60 min sport skill or fitness lessons than in shorter (30 min) or longer(75—90 min) game or multi-activity lessons. Conclusions:The hypothesized cross-level interaction was not observed in the data.Caloric expenditure can be optimized in 45—60 min sport skill or fitness development lessons.It can be recommended that schools adopt 45—60 min lesson length and provide skill and fitness development tasks in physical education to maximize caloric expenditure. | Ang Chen Haichun Sun Xihe Zhu Catherine D.Ennis | 2012 | Journal of Sport and Health Science2012，1，1： | 1 |
| 5 | Preparation, characterization and pharmacokinetics of enrofloxacin-loaded solid lipid nanoparticles: Influences of fatty acids显示文摘 | Shuyu Xie Luyan Zhu Zhao Dong Xiaofang Wang Yan Wang Xihe Li WenZhong Zhou | 2010 | Colloids and Surfaces B: Biointerfaces2010，，2： | 1 |
| 6 | Evaluation of a concept-based physical education unit for energy balance education显示文摘Background:Physical education(PE)is a key channel that impacts children's decisions and behaviors for healthful living.This study evaluated the effects of a concept-based PE(CBPE)instructional unit,featured by energy balance(EB)education,on students'knowledge learning,situational interest,cognitive,and physical engagements as well as teachers'perceptions.Methods:Fourth and 5th grade students(n=468)in a mid-western state of the United States were recruited as the participants.Four elementary schools were randomized to the CBPE or control groups.Students'EB knowledge,situational interest,cognitive engagement,and physical engagement were measured by a knowledge test,the Situational Interest Scale—Elementary,written task sheets,and accelerometers,respectively,while teachers'perceptions of the CBPE unit were captured by individual interviews at the end of the experiment.Results:The CBPE group showed a significant increase in EB knowledge,while the control did not.Both groups showed a similar increasing trend for situational interest over time,although the statistical results favored the control group.For physical engagement,the CBPE group demonstrated a statistically different but substantively similar level of in-class physical activity compared to the control group.The CBPE group also showed a moderate level of cognitive engagement throughout the unit.The PE teachers reported overall positive perceptions about teaching the CBPE unit.Conclusion:These results support the utility of the CBPE unit in enhancing EB education along with facilitating positive student interest and engagement as well as positive teaching experiences. | Senlin Chen Xihe Zhu Jared Androzzi Yoon Ho Nam | 2018 | Journal of Sport and Health Science2018，7，3： | 1 |
| 7 | Are K-12 Learners Motivated in Physical Education? A Meta-Analysis显示文摘 | Chen Senlin Chen Ang Zhu Xihe | 2012 | EN2012，，1： | 1 |
| 8 | 运用Sensewear臂环和饮食日记加强青少年的能量平衡知识和积极性(英文)显示文摘目的:对青少年进行能量平衡教育对于有效控制体重至关重要。本研究使用Sensewear臂环和饮食日记来加强青少年的能量平衡知识和积极性。方法:共90名六年级学生被随机分为试验组(n=46)和对照组(n=44),前者连续7天佩戴Sensewear臂环并记饮食日记,后者没有任何行动。两组成员受试前后测量其能量平衡知识、情境兴趣及体重。跟踪记录试验组的动机成果、能量消耗和能量摄入。结果:随着时间的推移,受试者能量平衡知识显著增加,情境兴趣保持稳定(总体兴趣爱好除外),但这些变化没有给试验组带来益处。情境兴趣和动机努力与能量消耗、能量摄入和能量平衡相关。结论:通过Sensewear臂环和饮食日记能追踪能量消耗,对加强青少年的能量平衡知识有积极作用,但作用效果有限。将这两种方法作为教育手段,并结合专注、系统的教育方法有望提高青少年的能量平衡知识和积极性,并促进其形成能量平衡的生活方式。 | Senlin Chen Xihe Zhu Gregory J.Welk Youngwon Kim Jungmin Lee Nathan F.Meier | 2014 | Journal of Sport and Health Science2014，3，4： | 1 |
| 9 | Learners’motivational response to the Science,PE,&Me!curriculum:A situational interest perspective显示文摘Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum. | Senlin Chen Haichun Sun Xihe Zhu Ang Chen Catherine D.Ennis(Posthumous) | 2021 | Journal of Sport and Health Science2021，10，2： | 0 |
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