基于练习次数与节奏调控的八段锦对大学生情绪与幸福感的优化干预研究

A Study on the Intervention Effects of Baduanjin on University Students’ Emotions and Well-Being: The Role of Practice Frequency and Pacing

摘要: 目的：大学生群体心理健康问题日益突出，八段锦作为传统身心锻炼方法已显示出情绪调节潜力，但不同练习参数(练习次数与练习节奏)对心理效益的影响尚不明确。本研究旨在探讨不同练习次数(3次vs. 3 + 2次)与练习节奏(较长间歇vs.较短间歇)对大学生情绪体验与主观幸福感的差异化影响。方法：以武汉体育学院25名在校女大学生为研究对象(年龄18~20岁)，以武汉体育学院大学生为研究对象，采用单周/双周交替的交叉设计，进行为期10周的八段锦干预实验。每节课分别在第3次练习后和第5次练习后采集PANAS量表和WHO-5量表数据，通过配对样本t检验和重复测量方差分析进行统计分析。结果：PANAS数据显示，第5次练习后的积极情绪(M = 21.24)低于第3次练习后(M = 21.94)，消极情绪略有上升(第3次M = 20.09，第5次M = 20.92)。重复测量方差分析显示，节奏 × 时点的交互效应显著(F = 6.161, P = 0.028, η²p = 0.406)，表明练习次数对情绪体验的影响依赖于节奏条件，仅在较长间歇条件下额外练习才产生积极效应。WHO-5周均值在间歇周(M = 11.52)与非间歇周(M = 12.01)之间差异未达显著水平(P = 0.616)。结论：在八段锦练习中插入5分钟较长间歇休息，能够显著调节练习次数与情绪体验之间的关系，提示节奏设计是优化干预效果的关键参数。但就每周整体幸福感而言，不同节奏条件间未发现显著差异。建议高校八段锦心理干预课程可考虑采用“练习3次、间歇5分钟、再练习2次”的节奏安排。未来研究需扩大样本量并设置对照组以进一步验证。

Abstract: Objective: Mental health issues among university students are becoming increasingly prominent. While Baduanjin, a traditional mind-body exercise, has demonstrated potential for emotional regulation, the impact of specific practice parameters—namely frequency and pacing (rest intervals)—on psychological outcomes remains unclear. This study aimed to investigate the differential effects of practice frequency (3 repetitions vs. 3+2 repetitions) and pacing (longer vs. shorter intervals) on the emotional experiences and subjective well-being of university students. Methods: Twenty-five female university students (aged 18~20) from Wuhan Sports University participated in a 10-week Baduanjin intervention experiment using an alternating crossover design. Data from the Positive and Negative Affect Schedule (PANAS) and the WHO-5 Well-Being Index (WHO-5) were collected after the 3rd and 5th repetitions of each session. Statistical analysis was conducted using paired-sample t-tests and repeated-measures ANOVA. Results: PANAS data indicated that positive affect scores after the 5th repetition (M = 21.24) were lower than those after the 3rd repetition (M = 21.94), while negative affect scores showed a slight increase (3rd repetition: M = 20.09; 5th repetition: M = 20.92). Repeated-measures ANOVA revealed a significant interaction effect between pacing and time point (F = 6.161, P = 0.028, η²p = 0.406), indicating that the impact of practice frequency on emotional experience depended on the pacing condition; additional repetitions yielded positive effects only under the longer-interval condition. No significant difference was found in mean weekly WHO-5 scores between interval weeks (M = 11.52) and non-interval weeks (M = 12.01) (P = 0.616). Conclusion: Incorporating a longer, 5-minute rest interval into Baduanjin practice significantly modulates the relationship between the number of practice repetitions and emotional experience, suggesting that pacing design is a key parameter for optimizing intervention outcomes. However, no significant differences were observed among the various pacing conditions regarding overall weekly well-being. It is recommended that university-based Baduanjin psychological intervention courses consider a pacing schedule of “3 practice repetitions, a 5-minute rest, followed by 2 additional repetitions.” Future research should expand the sample size and include a control group to further validate these findings.