A Study Of The Effects Of Eight Weeks Of Soccer,Basketball,and Volleyball Instructional Classes On The Mental Health And Sleep Quality Of Senior 2 Girls

Objectives:Using soccer basketball and volleyball teaching classes as intervention tools and sophomore girls as subjects,we investigated the effects of soccer,basketball and volleyball teaching classes on sophomore girls’ mental health and sleep quality;compared the intervention effects of soccer,basketball and volleyball sports on high school girls’ mental health and sleep,and proposed corresponding sports participation suggestions for different mental health and sleep problems.Methods:The literature related to exercise and mental health and sleep quality was retrieved using the literature method to provide a theoretical basis for writing this study.The teaching experiment method was used,and 74 sophomore female students from Rizhao No.1 Middle School in Shandong Province were finally selected as subjects by sampling,inclusion,and exclusion criteria,and students were divided into three groups according to their interests: soccer group(n=26),basketball group(n=23),and volleyball group(n=25).The students in the three groups received 8weeks of instructional sessions(2 sessions/week,45 minutes/session)in soccer,basketball,and volleyball,during which they were restricted from participating in other sports.Based on the two-factor model of mental health,the mental health indicators were selected as:,positive factors: subjective well-being,and negative factors: stress,anxiety,and depression.The subjects’ mental health and sleep quality were assessed before and after the intervention using the Positive Affect Negative Affect Scale(PANAS),Satisfaction with Life Scale(SWLS),Depression-Anxiety-Stress Simplified Chinese Scale(DASS-21),and Pittsburgh Sleep Quality Inventory(PSQI).The collected data were analyzed using spss26.0statistical analysis software,and descriptive statistics were performed using means and standard deviations for the basic conditions,mental health and sleep of female secondary school students.When the data obeyed normal distribution,paired-sample t-test was used for within-group control,and one-way ANOVA and repeated-measures ANOVA were used for between-group control.When the data did not obey normal distribution,the Wilcoxon test was used for within-group controls and the Kruskal-Wallis H test and Scheirer-Ray-Hare test were used for between-group controls.When repeated-measures ANOVA results were not significant,effect sizes were used to compare the effects of interventions across program instruction sessions.Results:(1)Eight weeks of soccer,basketball,and volleyball instructional sessions had an ameliorative effect on sophomore girls’ anxiety(p<0.05),depression(p<0.05),daytime dysfunction(p<0.05),sleep persistence(p<0.01),and total sleep quality score(p<0.01).Eight weeks of soccer and basketball instructional sessions had a significant improvement on subjective well-being(p<0.05)in sophomore girls.Eight weeks of volleyball instructional sessions had a significant improvement effect on subjective well-being(p<0.01)and subjective sleep quality(p<0.05)of sophomore girls.Other dimensions did not show significant differences before and after the intervention.(2)Regarding the comparison of the effects of the eight-week volleyball,basketball and volleyball teaching sessions on mental health,in terms of time effects,the three groups of students showed significant differences in stress(p<0.01),anxiety(p<0.01),depression(p<0.05)and subjective well-being scores(p<0.01)before and after participation in volleyball,basketball and volleyball;in terms of group main effects and time*group effects,none of the three groups of students before and after the intervention In terms of group main effects and time*group effects,there were no significant differences between the three groups before and after the intervention(p>0.05);The comparison of effect sizes was: anxiety dimension: soccer(d=0.61)>basketball(d=0.54)> volleyball(d=0.52);depression dimension: basketball(d=0.68)>soccer(d=0.65)> volleyball(d=0.60);subjective well-being dimension: volleyball(d=0.83)> soccer(d=0.77)> basketball(d=0.76).(3)In the comparison of the effects of eight weeks of soccer,basketball and volleyball classes on sleep quality,the three groups of students showed significant differences in the time effect only in terms of sleep persistence(p<0.01)and total sleep quality score(p<0.01),other dimensions did not show significant differences(p>0.05).No significant differences were observed for all dimensions of sleep quality in terms of group main effects and time*group interaction effects(p>0.05);The comparison of effect sizes was: subjective sleep quality dimension: volleyball(d=0.61)> soccer(d=0.45)> basketball(d=0.22);sleep persistence dimension:volleyball(d=1.41)> soccer(d=1.30)> basketball(d=1.21);daytime dysfunction dimension: basketball(d=0.65)>soccer(d=0.59)>volleyball(d=0.40);total sleep quality score dimension: volleyball(d=1.04)>soccer(d=0.81)>basketball(d=0.79).Conclusions:(1)Mental health: All eight weeks of soccer,basketball,and volleyball instructional sessions were able to reduce anxiety and depression and increase subjective well-being levels in sophomore girls.(2)Sleep quality: Eight weeks of soccer,basketball,and volleyball instructional classes were able to improve sleep persistence,daytime dysfunction,and overall sleep quality of sophomore girls.Eight weeks of volleyball instructional classes had an improvement on sophomore girls’ subjective sleep quality.(3)In terms of improvement in anxiety,soccer classes were slightly more effective than basketball and volleyball.In terms of improvement in depression and daytime dysfunction,basketball classes were slightly better than soccer and volleyball.In terms of subjective well-being,subjective sleep quality,sleep duration,and overall improvement of sleep quality scores,volleyball teaching classes have slightly better effects than volleyball and basketball.