BackgroundInsufficient physical activity among adolescents is a major global public health concern. Digital health interventions (DHIs) have gained increasing attention as a promising approach to promoting physical activity in adolescents. However, existing systematic reviews predominantly focus on single-intervention formats or specific study designs, while reviews that integrate multiple DHIs and diverse study designs remain scarce. ObjectiveThis systematic review aims to synthesize evidence from diverse DHIs and multiple study designs to assess their effectiveness in promoting physical activity among adolescents. MethodsThe review protocol was registered in PROSPERO (International Prospective Register of Systematic Reviews; CRD420251117923). This systematic review searched literature published between January 1, 2014, and June 30, 2025, across Web of Science, PubMed, EBSCO, Scopus, Embase, the Cochrane Library, ProQuest, and Google Scholar. The final search was completed on August 3, 2025. Using the PICOS (population, intervention, comparator, outcomes, and study design) framework, the review included adolescents aged 10-19 years and focused on evidence-based research promoting physical activity through DHIs. The review was limited to peer-reviewed English-language literature and excluded studies solely focused on measurement tools, those not evaluating intervention effectiveness, or those not involving adolescents. Two reviewers independently screened studies and extracted data. Research quality was assessed using the Joanna Briggs Institute tool. Findings were synthesized through narrative synthesis and qualitative content analysis. ResultsA total of 24 studies were included, involving approximately 12,183 adolescents. Study designs comprised 10 randomized controlled trials, 4 quasi-experimental studies, 3 quantitative research studies, 3 cross-sectional studies, and 4 mixed methods studies. Overall, 7 (29%) studies were of high quality, 16 (67%) were of moderate quality, and 1 (4%) was of low quality. Study populations included general adolescents as well as subgroups with specific health risks: insufficient physical activity (1/24, 4%), obesity or overweight (4/24, 17%), attention-deficit/hyperactivity disorder (1/24, 4%), cancer survivors (1/24, 4%), and at-risk youth (1/24, 4%). DHIs were categorized into 3 types: single-driver interventions (14/24, 58%), multimodal integrated interventions (7/24, 29%), and interaction-enhanced interventions (3/24, 13%). Most studies reported positive outcomes, including direct effectiveness (15/24, 63%), indirect effectiveness (8/24, 33%), and unclear effectiveness (1/24, 4%). ConclusionsThis systematic review synthesizes evidence from diverse research designs and multiple types of DHIs, offering a more comprehensive perspective than previous reviews focused on single designs or technological formats. The results indicate that DHIs generally enhance adolescent physical activity levels, although their effectiveness varies considerably across intervention types and study designs. The review fills key research gaps and highlights the critical role of intervention adaptability and implementation context. It also addresses practical concerns, including adolescents with special health conditions, digital health inequalities, and technology dependency. Despite limitations related to methodological quality and insufficient follow-up, this review provides important evidence to inform practical application, policy development, and the equitable promotion of DHIs to enhance adolescent physical activity. Against the backdrop of rising global adolescent physical inactivity and widening health disparities, it also outlines directions for future high-quality research. Trial RegistrationPROSPERO CRD420251117923; https://www.crd.york.ac.uk/PROSPERO/view/CRD420251117923

Purpose: The Physical Self-Description Questionnaire -Short (PSDQ-S) is one of the world's recognized effective tools for measuring Physical Self-Concept (PSC). However, Latent profile analysis of the physical self-description among Chinese adolescents only supported the 3-dimensional model of PSDQ-S, that is, it could only distinguish the Physical Activity (PA), Appearance, and Body Fat of Chinese children and adolescents, but could not effectively distinguish the 8 dimensions of Coordination, Flexibility, Strength, Endurance, Sport, Global Physical, Health, and Global Esteem. It cannot meet the needs of PSC measurement in the field of sports psychology in China. The purpose of this study was to revise the PSDQ-S for Chinese middle school students, and to test its reliability, validity, and gender measurement equivalence in Chinese middle school students. Methods: A stratified random cluster sampling method was used to conduct a questionnaire survey on the Chinese version of PSDQ-S. 2505 middle school students in grades 7-12 (12-18 years old) were selected from seven administrative geographic regions of North China, Northeast China, East China, Central China, South China, Southwest and Northwest China, among which 1239 were male subjects, with an average age of (15.07±1.93) years, Female subjects were 1266, with an average age of (15.02±2.04) years. SPSS 24.0 and Mplus 8.3 were used for data analysis. Results: Eight common factors were extracted by exploratory factor analysis, and the cumulative variance interpretation rate was 79.45%. Confirmatory factor analysis support 8 factor model hypothesis (χ2 / df = 1.846, CFI = 0.939, TLI = 0.929, SRMR = 0.050, RMSEA = 0.061). The 8 dimensions were Physical Activity, Appearance, Body Fat, Flexibility & Coordination, Endurance, Sport, Global Physical and Health. The average variance extraction of each factor of the Chinese version PSDQ-S convergence validity index was greater than 0.50, and the combination reliability was greater than 0.60. The gender equivalence hypothesis was established. Conclusions: The revised Chinese version of PSDQ-S has good reliability, validity, and gender equivalence. It can be used as a measurement tool of PSC of Chinese middle school students.

Existing evidence indicates that exercise training can enhance neural function by regulating mitochondrial quality control (MQC), which can be impaired by cerebral ischemia, and that sirtuin-3 (SIRT3), a protein localized in mitochondria, is crucial in maintaining mitochondrial functions. However, the relationship among exercise training, SIRT3, and MQC after cerebral ischemia remains obscure. This study attempted to elucidate the relationship among exercise training, SIRT3 and MQC after cerebral ischemia in rats. Male adult SD rats received tMCAO after the transfection of adeno-associated virus encoding either sirtuin-3 (AAV-SIRT3) or SIRT3 knockdown (AAV-sh-SIRT3) into the ipsilateral striata and cortex. Subsequently, the animals were randomly selected for exercise training. The index changes were measured by transmission electron microscopy, Western blot analysis, nuclear magnetic resonance imaging, TUNEL staining, and immunofluorescence staining, etc. The results revealed that after cerebral ischemia, exercise training increased SIRT3 expression, significantly improved neural function, alleviated infarct volume and neuronal apoptosis, maintained the mitochondrial structural integrity, and re-established MQC. The latter promoted mitochondrial biogenesis, balanced mitochondrial fission/fusion, and enhanced mitophagy. These favorable benefits were reversed after SIRT3 interference. In addition, a cellular OGD/R model showed that the increased SIRT3 expression alleviates neuronal apoptosis and re-establishes mitochondrial quality control by activating the β-catenin pathway. These findings suggest that exercise training may optimize mitochondrial quality control by increasing the expression of SIRT3, thereby improving neural functions after cerebral ischemia, which illuminates the mechanism underlying the exercise training-conferred neural benefits and indicates SIRT3 as a therapeutic strategy for brain ischemia. 1. The expression of SIRT3 decreases after cerebral ischemia in rats, while exercise training can increase SIRT3 levels in ischemic rats. 2. Exercise training alleviates neuronal apoptosis and re-establishes mitochondrial quality control (MQC) after cerebral ischemia by increasing SIRT3 expression, thereby promoting neurological function recovery. 3. SIRT3 overexpression reduces neuronal apoptosis and re-establishes MQC by activating the β-catenin pathway.

为适应新一轮体育课程改革要求,更好地实施中国健康体育课程模式下体育课堂教学,运用视频分析法、系统观察法、数理统计法等方法,借助已开发的体育课堂教学行为分析系统,对该模式下 41 节优质体育课堂教学案例进行视频分析,梳理、归纳出该模式下体育课堂教学存在如下特征:课堂教学形态分为 3 种类型,其中"练习型"占主导;课堂结构由封闭转向开放,但课堂提问水平较低,信息素养不足;教师话语分为 5 类型,课堂氛围以正向为主.同时得出,教师专业发展阶段和学历是影响该模式下体育课堂教学的重要因素.

The world is undergoing profound changes rarely seen in a century.The political game between global sports governance entities is increasingly intensifying, and challenges confronting global sports governance are increasing.This paper analyzes challenges for global sports governance through methods of literature and case analysis, and puts forward suggestions for China to actively address challenges imposed to global sports governance.These challenges manifest themselves mainly as the governance concept being propelled by western centralism, the construction of governance regulation is not perfect, the political conflict among governance subjects is intensifying, and the governance mechanism is becoming increasingly ineffective.Therefore, it is difficult to effectively deal with problems of global sports governance.Following suggestions are made: the first is to promote the construction of a community with a shared future for mankind and innovate the concept of global sports governance; the second is to brave the responsibility of a big country and improve the regulation of global sports governance; the third is to adhere to the strategic determination of multilateralism and jointly participate in global sports governance; the fourth is to promote the democratization of international sports relations and optimize the global sports governance mechanism.

在体育学科日益重视具身认知研究的背景下,运用文献资料法与历史分析法,在匡正具身认知知识论谱系的基础上发现,该领域的研究者通过再定位认知的发生、形成与发展过程重新阐释了知识的要素,为"回到运动本身"的体育学科的自主知识建构提供重要的思想基础与资源.认为:体育学是以运动行为和技术为内核、最具整体性的认知科学,是以情景化的副语言、非命题化语言作为知识基本语汇的学科,也是最具素养导向特质的学科.根据金特纳认知科学六边形模型和古德曼具身知识的三要素构建体育学自主知识结构.据此结构逆向探讨体育学知识对认知科学的独特贡献:体育训练与竞赛为当代认知科学研究提供了最具特殊性的研究对象,体育教育为具身的德育与美育提供了更优的方法,体育特殊的知识类型为具身的知识论开辟了新的视域与方法论.

运用 2(模式)×2(项目)×2(性别)的三因素实验设计,揭示中国健康体育课程模式对大学生体育学习效果的影响规律.研究得出:(1)中国健康体育课程模式能够有效提高大学生体质健康水平、体育学习兴趣和体育课成绩,并且与传统模式存在显著差异.(2)在体质健康和体育学习兴趣方面,模式具有主效应,项目和性别不具有主效应.(3)在体育课成绩方面,模式、项目均具有主效应,性别不具有主效应.(4)在体育课成绩指标中,模式与项目存在交互作用,且模式与性别也存在交互作用.

The controversy of "whether E-Sports is a sport" is not only a debate on the conceptual level of sport,but also involves how to regulate human thinking mode about sport at the philosophical level.The originality of Chinese traditional Taoist thought and existentialism theory turns the concept debate in philosophy of sport to the thinking of the scientific legitimacy of philosophy of sport,and specifically shows the discussion of "how philosophy of sport can be possible".On the one hand,it forms the discussion of "how can the combination of sport and philosophy be possible",which leads to the criticism and turn of the thinking mode of philosophy of sport;On the otherhand,it forms the discussion of "how to combine sport and philosophy",which leads to the analysis and development of the internal dialectical logic and historical logic of the thinking mode of philosophy of sport.The reconstruction of the thinking mode,has solved the question of "whether E-Sports is a sport " and promoted the thinking mode of philosophy of sport from "thinking about sport " to "thinking in sport".

在推进中国特色大国外交和构建人类命运共同体背景下,文章从国家历史演进的视角探讨了美国体育对外交往嬗变的历史脉络与特征,旨在为完善我国体育政策提供参考.研究认为,美国体育在对外交往实践中经历了包容性价值凸显期、激进性价值践行期、霸权性价值膨胀期、全球性价值放矢期四个阶段,发挥了促进民族认同、构建公民意识、展现国家形象、塑造国家实力、彰显制度优越、谋取文化霸权、获取世界政治经济利益等多元价值.美国体育对外交往服务于国家外交战略,满足了不同时期国家"利益外交"需要;深受实用主义社会文化影响,注重发挥体育的多元价值和综合效能;利用体育输出"普世"价值观和"主流"意识形态,意图打造世界文化"同质体",谋取文化霸权.研究提出,体育对外交往要融入新阶段国家外交战略,服务于中国特色大国外交政治需要;围绕国家利益的转变统筹谋划体育发展定位,发挥体育的多元战略价值;深入实施包容性体育对外政策,塑造新阶段中国"负责任体育大国"新形象.

为了提高中国健康体育课程模式下的体育课堂教学行为的分析水平,按照中国健康体育课程模式理念和要求,在借鉴国外相关课堂教学行为分析系统以及已有研究构建的体育课堂教学行为分析指标体系的基础上,运用文献研究法、专家访谈法等,开发了可多维度评价中国健康体育课程模式的课堂教学行为的分析系统.经信效度检验,该分析系统信度较好,并且具有较好的内容效度和预测效度.将该体育课堂教学行为分析系统用于示例体育课进行教学行为分析发现,该分析系统可以对体育课堂教学行为进行全面分析,不仅有助于体育教师深入地分析和反思自身教学行为、学生学习行为、教学互动行为,而且有助于改善体育课堂的教学效果.该分析系统对体育课堂教学行为分析具有工具价值.

As the total number and proportion of individuals with disabilities worldwide are increasing, the international community is paying more and more attention to the equal education rights of individuals with disabilities. Since the Individuals with Disabilities Education Act issued in 1975, physical education (PE) played a significant part in special education. According to the requirements of the United States federal legislation, a national certification examination system has been established and developed subsequently to better promote the development of physical education for children with disabilities. The National Consortium for Physical Education for Individuals with Disabilities (NCPEID) has formulated the Adapted Physical Education National Standards (APENS). The first version of APENS was developed in 1995 to certify adaptive sports professionals across the United States. The second edition came out in 2006. In addition, many undergraduate and graduate teacher education programs use APENS as a basis for preparatory courses. At some universities, completion of APENS has become a graduation requirement. The NCPEID reviews APENS every few years to keep it up to date, and it also reviews national tests as needed to reflect current knowledge and practice. This paper was to understand the primary contents of APENS. We found that the APENS include Human Development, Motor Behavior, Exercise Science, Measurement and Evaluation, History and Philosophy, Unique Attributes of Learners, Curriculum Theory and Development, Instructional Design and Planning, Teaching, Consultation and Staff Development, Student and Program Evaluation, Continuing Education, Ethics and Communication. These standard fields guide teachers, administrators, and families in basic knowledge, skills, and attitudes. In addition, the establishment of APENS has reference value and significance for the system construction, legal regulations, discipline construction, personnel training, peer education, community support, and other aspects of PE for individuals with disabilities in China.

为落实党和国家对人才培养的新要求,解决我国学校体育中存在的现实问题,同时瞄准国际体育课程发展的新趋势,教育部组织专家组对我国《义务教育体育与健康课程标准(2011年版)》进行了历时3年多的修订,并于2022年4月发布了《义务教育体育与健康课程标准(2022年版)》,昭示我国课程改革和发展进入新阶段,对促进我国义务教育体育与健康课程深化改革和高质量发展具有重大意义和影响.对新颁布课程标准的主要精神和内容进行了较为全面和深入的阐述,包括课程性质、课程理念、核心素养、课程目标、课程内容、学业质量、课程实施等,对其重点和亮点进行了特别说明和分析,以期为全体学校体育工作者正确和全面理解课程标准提供参考,对指导一线体育教师有效开展体育与健康教学有所帮助.

以核心素养引导建立中小学体育与健康课程目标是当前国际的主流趋势.通过文献梳理分析了美国、芬兰、日本、俄罗斯、新加坡、新西兰等6个国家中小学体育与健康课程目标的共性特征,鉴于我国中小学体育与健康课程目标设定和具体实践的问题,本研究认为,首先,要发挥学科核心素养在课程目标构建上的关键作用,积极推进我国中小学体育与健康课程目标的统合发展,构建出中小学体育与健康课程目标的关键维度.其次,要注重共同素养和专业素养相结合的课程目标架构模式,构建多学科融合的课程目标体系.最后,要分层转化体育与健康学科总体的目标要求,以课程目标引领学业质量标准的研制,在教学实践层面落实课程目标的要求.

构建3～6岁儿童体智能评价指标体系,为我国儿童体智能的评价与测量提供参考.基于文献分析和德尔菲法确立3～6岁儿童体智能评价指标体系及评分标准,以上海市6个区547名幼儿体智能测试结果作为样本数据,运用SPSS和Mplus对指标体系进行项目分析、探索性因子分析、验证性因子分析和信效度检验,并在多元方差分析和正态分布检验的基础上建立上海市常模.结果:该指标体系包含精细动作技能、位移技能、操控技能、稳定技能和问题解决能力5个维度共16个题项,各题项的难度和区分度适宜,同质性信度、重测信度和评分者信度良好,探索性和验证性因子分析显示指标体系的结构效度较好,多元方差分析显示体智能发展水平在年龄上存在显著差异.结论:3～6岁儿童体智能评价指标体系可以有效评估儿童体智能发展,且年龄常模的建立可以为儿童体智能评价提供参考标准.

采用文献资料法、问卷调查法、专家访谈法等研究方法,对高校体育教师课程思政教学现状进行研究.结果表明:当前,高校体育教师课程思政教学主要存在认识之疑、价值之惑、实践之难,分析其原因主要有宏观、中观与微观三个层面.由此提出通过认识重建、价值重构、实践重理的方式澄清高校体育教师课程思政教学面临的问题,并建议高校体育教师可以通过:夯实理论基础,提升体育课程思政教学的学理性;掌握融通方法,增强体育课程思政教学的实效性;积极实践反思,强化体育课程思政教学的针对性;不断研究创新,拓展体育课程思政教学的指向性四大策略来消解所面临的问题.

《学校体育工作条例》(以下简称《条例》)是学校体育工作开展的重要依据.为适应新时代学校体育改革和发展的新形势和新任务,立足于当前学校体育工作的关注热点,促进学校体育工作更好地发展,运用文献资料分析、问卷调查、专家访谈等方法,对《条例》修订的背景、依据和推进路径进行了研究.研究表明:1)要以重要文件精神为指引,明确新时代学校体育发展理念;2)要围绕《条例》修订的法律依据,强化学校体育工作的法律保障;3)要丰富《条例》内容,更新相关表述,充分体现《条例》的时代性;4)要探索将法律法规和政策文件的相关内容转换成《条例》条款;5)要深化体教融合,切实保障学生体育权利;6)要明确《条例》的奖励与责任机制,保障体育教师权益;7)要纵向衔接各学段体育课程,科学构建一体化体育课程体系;8)要完善评估细则,建立常态化监督检查制度;9)要健全学校体育风险防控机制,确保学校体育工作安全和高质量发展.

目的:考察结构化技能教学(Structured Skills Teaching,SST)与运动自我概念(Sport Self-Concept,SSC)、体育学习兴趣(Sports Learning Interest,SLI)之间的关系.方法:2020年3-4月,选取接受过SST培训的6区6名体育教师教授的2 256名6～11年级儿童青少年为被试,调查SST实施情况和学生SSC、SLI发展现状,采用SPSS 23.0 和 Mplus8.3 对 SLI 建模.结果:(1)SST、SSC、SLI 各因素之间均显著正相关(r=0.399～0.762,P＜0.001),SSC包括感知灵活与协调能力(PCFC)与感知力量与心肺耐力(PCSE)一阶双因素结构;(2)SST显著预测SLI(β=0.570,P＜0.001),直接效应占总效应的75.10％,解释率为61.80％;(3)SST显著预测PCFC(β=0.399,P＜0.001),PCFC 显著预测 SLI(β=0.153,P＜0.05);SST 显著预测 PCSE(β=0.368,P＜0.001),PCSE 显著预测 SLI(β=0.349,P＜0.001),间接效应占总效应的24.90％,SSC中介解释SLI变异的15.80％.结论:SST与儿童青少年SLI发展有关并预测SLI发展,有利于发挥体育育体、娱乐与育人功能;SST与儿童青少年SSC发展有关、SSC与SLI有关,SSC在SST与SLI之间发挥认知动力作用.建议对12岁以上学生实施自主选项上课,在课堂上增设趣味体能练习、10～15 min教学比赛活动;根据儿童青少年SSC与实际运动能力水平分层实施SST,完善"教会、勤练、常赛"体制机制,促进体育学习兴趣发展.

在建设现代化强国的时代背景下,探索体育强国的成长周期与国家生命周期的关系,对于优化体育强国成长方式,加快推动体育强国建设具有现实意义.基于国家生命周期的研究视阈,从竞技体育、大众体育、体育产业、体育教育四个维度探索了美国体育强国的成长特征,研究认为美国的体育强国成长周期与国家生命周期之间存在协同性,美国竞技体育、大众体育、体育产业和体育教育强国的成长具有不平衡性,美国竞技体育强国和体育产业强国的成长具有较好延续性,美国的体育强国在国家快速成长期和强盛期内实现了快速成长,整体处于从强盛期到缓慢成长期的过渡阶段,美国的体育强国最终会伴随国家衰弱步入成长衰落期.研究提出,我国的体育强国成长存在一些固有矛盾,体现在体育强国的成长周期与国家生命周期不协调,体育强国主动成长的内生动力不足,体育强国成长的不平衡、不充分等.在建设现代化强国的进程中,要统筹体育强国成长周期与国家生命周期的关系,推动体育强国的协同性成长;要转变成长理念和优化成长方式,促进体育强国的社会性成长;要警惕转型下的竞技体育强国过早步入衰退期,保障体育强国的均衡性成长.

《义务教育体育与健康课程标准(2022年版)》于今年4月正式由教育部发布,对推进我国义务教育体育与健康课程深化改革和高质量发展具有现实意义和长远作用.《课程标准(2022年版)》遵循教育部《义务教育课程方案(2022年版)》的基本精神和要求,坚持目标导向、问题导向和创新导向.坚持目标导向,强调要贯彻党和国家重要政策文件的相关精神和要求,落实立德树人根本任务和"健康第一"教育理念,充分体现体育与健康课程的健身育人本质特征,培养学生的核心素养,促进学生身心健康、体魄强健、全面发展,为培养有理想、有本领、有担当的时代新人做出本学科的更大贡献.坚持问题导向,强调要全面分析和梳理学校体育和体育与健康课程改革中长期面临的主要问题,并针对主要问题提出解决措施和方法.坚持创新导向,强调要有国际视野,吸收最新研究成果,更新课程内容,创新育人方式,充分体现课程的时代性和先进性.从以上3个导向的角度对《课程标准(2022年版)》进行说明和分析,旨在帮助读者全面、正确地理解课程标准的基本精神和主要内容.