CORRELATION BETWEEN BASKETBALL EXERCISE, PSYCHOLOGICAL QUALITY, AND POSITIVE EMOTIONS OF COLLEGE STUDENTS

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Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 698-703

DOI: 10.24205/03276716.2020.298 698

C

ORRELATION BETWEEN

B

ASKETBALL

E

XERCISE

,

P

SYCHOLOGICAL

Q

UALITY

,

AND

P

OSITIVE

E

MOTIONS OF

C

OLLEGE

S

TUDENTS

Chenglin Du

Abstract

The mental health of college students is an important issue in higher education. This paper mainly explores the correlation between basketball exercise, psychological quality and positive emotions of college students. A total of 1,000 college students were randomly sampled. Half of them frequently play basketball, and the other half do not play basketball. Their mental health was measured through a questionnaire survey and statistical analysis. The results show basketball exercise is closely correlated with psychological quality and positive emotions; basketball and other sports should be promoted in colleges to enhance the psychological quality of college students, and the time, frequency and intensity of basketball exercise should be increased among college students. The research results shed new light on the mental health education of college students.

Key words: Basketball, Mental Health, Positive Emotions, Psychological Quality.

Received: 18-05-19 | Accepted: 12-08-19

INTRODUCTION

The physical and mental health of college

students is closely related to China's

modernization (Martha et al., 2010). With the

continuous development of society and

economy, as the builders and successors of the motherland, college students have been gradually faced more physical and mental health problem, which becomes the focus of public

attention (Fotiadou,Barlow, Powell et al., 2008;

Kim, Perrewé, Kim et al., 2017). In the current good living conditions, modern college students are prone to a general decline in physical fitness and mental health (Pinquart Fröhlich & Silbereisen, 2007).

For mental health, psychologists Rasmussen and Wingate have called for public attention to psychology which should be shifted from psychological negative aspects to human potential (Rasmussen & Wingate, 2011). Ruthig

Department of Education. Northeastern University, Shenyang 110000, China.

E-Mail: [email protected]

from the perspective of psychological quality believed that the research should focus on how people gain self-esteem and psychological resilience (Ruthig, Haynes, Stupnisky et al., 2009). Researchers such as Applebaum think that psychological quality and positive emotions are great powers in people's daily lives which can minimize the negative effects caused by difficulties and setbacks (Applebaum, Stein, Lord-Bessen et al., 2014). Massey stated that for those with higher psychological qualities, it is easier to adjust emotions and make them hopeful about things when encountering

difficulties (Massey, Simmons, & Armor, 2011).

Leverentz suggested that more attention should be paid to cultivating college students' good psychological quality and personality traits, so that individuals can experience more optimism (Leverentz, 2011).

College students are considered to be excellent individuals in all aspects selected from society (Ha et al., 2014). However, many studies have shown that they can also encounter various negative emotions such as anxiety and

depression (Lidor, Blumenstein, & Tenenbaum,

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students' mental health. Through physical exercise, students can quickly adjust their mental state and produce positive emotions (Tomberg Toomela, Ennok et al., 2007). In general, in sports, students can learn to look at the inequalities in mutual competition in a positive attitude, thereby enhancing their ability to withstand stress (Yao & Li, 2013; Kim, Chun, Heo et al., 2016).

Therefore, this paper attempts to study whether physical exercise can effectively improve the psychological quality of college students and produce more positive emotions by taking the basketball players as research objects. The research results are of great significant for finding an effective way to promote the mental health of college students.

EXPERIMENTAL METHODS

1, 000 students were selected as research objects from five universities in a certain city. For each university, 100 male and female basketball players and 100 students with no physical exercise were taken. Among them, the average age of male players was (20.3±1.21) years with the training years of (3.12±1.60); the average age of female players was (19.95±1.34) years, with the training years of (2.78±1.62). The average age of ordinary non-exercise students is similar to that of athletes.

The current situation of college students' psychological resilience and positive emotions

The statistical psychological indicators of the subjects before the experiment are shown in Table 1.

Table 1.

Psychological Indicators of subjects

before Experiment (n=978)

Index

Number of people(N)

Mean value(M)

Standard deviation

(SD)

Tenacity 978 3.12 0.52

Power 978 3.18 0.49

Optimistic 978 3.09 0.65 Psychological

resilience 978 3.21 0.42 Positive emotions 978 2.48 0.39

In this study, the median of the psychological resilience index was 3. Table 1 shows that from

the perspective of overall psychological

resilience, the mean value of the subjects’

psychology resilience was 3.21, indicating that college students in this region enjoy a good

psychological quality，and they can mobilize

positive psychological qualities such as tenacity and power to make active response to the difficulties encountered in daily study and life.

The Dispositional Positive Emotion Scale

(DPES) was used in this study. It’s rated on a five -level scoring method of 0-4 with a median of 2. Table 1 shows that the mean value of college students' positive emotions in the region was 2.48, which was higher than the average, indicating that college students in the region have higher optimism and they can experience more positive emotions in daily life.

Differences of the test results between psychological resilience and positive emotions

A survey was conducted on the subjects’

scores of psychological resilience and positive emotions in different aspects of basketball exercise. The results are shown in Table 2.

The results in Table 2 showed that the psychological resilience and optimism indicator were significantly different in all aspects of physical exercise. Through further comparisons, in terms of exercise level, there were significant

differences between the psychological

indicators; in terms of exercise intensity, there were no significant differences between psychological indicators in the two aspects of low intensity and small intensity, but significant differences in other exercise intensity; in terms of exercise time, there were no significant

differences between the psychological

resilience, tenacity, and power in ≤ 15min,

16-25min, and 26-35min, while for the optimism indicator, there was no significant difference at

”≤15min”, but significant differences in other

exercise time; in terms of exercise frequency, there were significant differences between the psychological resilience, power and optimism.

Correlation analysis of college students' basketball exercise, psychological quality and positive emotions

Table 1 lists the analysis results for the

correlation between college students'

basketball, psychological quality and positive emotions.

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Table 2. Difference in test results between the psychological indicators

Index Level Tenacity (M±SD)

Power (M±SD)

Optimistic (M±SD)

Psychological resilience

(M±SD)

Positive emotions (M±SD)

Exercise volume

1(262) 2.62±0.27 2.59±0.39 2.61±0.49 2.64±0.30 1.69±0.36 2(478) 3.35±0.25 3.23±0.37 3.21±0.52 3.22±0.26 2.32±0.37 3(238) 3.82±0.36 3.59±0.39 3.69±0.54 3.69±0.25 2.18±0.32 Value of F 937.205 387.432 259.148 99.476 196.198 Significant

relationship All significant

Exercise

intensity

1(59) 2.69±0.29 2.66±0.38 2.49±0.43 2.63±0.28 1.89±0.35 2(256) 2.78±0.35 2.83±0.47 2.81±0.51 2.82±0.36 2.02±0.47 3(337) 3.12±0.39 3.09±0.39 3.09±0.64 3.09±0.45 2.28±0.36 4(385) 3.46±0.45 3.19±0.48 3.42±0.62 3.26±0.39 2.36±0.39

Value of F 67.504 49.257 38.765 79.139 36.306

Significant

relationship Only 1 and 2 are not significant

Exercise time

1(36) 2.70±0.09 2.56±0.34 2.79±0.53 2.67±0.24 1.78±0.15 2(124) 2.66±0.24 2.63±0.37 2.51±0.52 2.52±0.26 1.92±0.37 3(378) 3.01±0.39 3.03±0.43 3.02±0.61 2.98±0.35 2.08±0.41 4(334) 3.26±0.44 3.17±0.45 3.23±0.62 3.16±0.37 2.26±0.36 5(106) 3.41±0.45 3.40±0.49 3.39±0.65 3.28±0.42 2.19±0.39

Value of F 59.497 52.146 34.287 68.314 19.579

Significant relationship

1, 2 and 3 are not significant

1 is not significant with others

1, 2 and 3 are not significant1

Exercise frequency

1(49) 2.76±0.09 2.45±0.31 2.55±0.38 2.58±0.14 1.75±0.35 2(194) 2.83±0.24 2.68±0.42 2.81±0.49 2.82±0.35 1.98±0.39 3(286) 3.05±0.39 3.02±0.46 3.05±0.58 3.00±0.38 2.17±0.43 4(367) 3.17±0.44 3.21±0.48 3.19±0.61 3.18±0.43 2.28±0.37 5(131) 3.38±0.45 3.40±0.47 3.37±0.64 3.42±0.41 2.26±0.38

Value of F 42.178 39.356 32.873 59.538 19.981

Significant relationship

1, 3 and 4 are not

significant All significant

Note:

1) Exercise volume: 3, 2, 1 indicate the heavy, moderate and light exercise;

2) Exercise intensity: 1-4 respectively indicate low, small, medium and large intensity; 3) Exercise time: 1-5 indicate ≤ 15min, 16-25min, 26-35min, 36-50min, >50min respectively;

4) Exercise frequency: 1-5 indicate ≤ 1 time/month, 2-4 times/month, 4-8 times/month, 8-10 times/month, >10 times/month.

Table 3.

Correlation analysis results of college students' physical exercise, psychological

quality and positive emotions (n=978)

Index Tenacity Power Optimistic Psychological resilience Positive emotions

Exercise volume 0.829*** 0.672*** 0.603*** 0.799*** 0.396*** Exercise intensity 0.472*** 0.382*** 0.362*** 0.478*** 0.249*** Exercise time 0.421*** 0.383*** 0.329*** 0.461*** 0.219*** Exercise frequency 0.409*** 0.348*** 0.315*** 0.428*** 0.242***

Note: * indicates p < 0.01; ** indicates p < 0.05, *** indicates p < 0.001.

Table 3 indicates that there is a significant

positive correlation between college students’

basketball exercise, psychological quality and positive emotion.

REGRESSION ANALYSIS OF COLLEGE STUDENTS' BASKETBALL EXERCISE, PSYCHOLOGICAL QUALITY AND POSITIVE EMOTION

Regression analysis of physical exercise and

psychological resilience

In order to explore the causal relationship between basketball and psychological quality, a linear regression model was constructed with the total score of psychological resilience and the scores of its three dimensions as the dependent variables, and basketball exercise as predictive variable. The results are shown in Table 4.

According to Table 4, the explanation of basketball sports for the total score of

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psychological resilience was 59.3%; that for the Tenacity dimension was 51.8%; that for the Power dimension was 41.5%; that for the optimism was 31.4%.

Regression analysis of basketball exercise and positive emotion

Taking the positive emotion as the dependant variable, and basketball exercise as predictive variable, a linear regression model was established in order to test whether basketball exercise has a significant predictive effect on positive emotion, as shown in Table 5.

Table 5 indicates that the explanation of basketball exercise on positive emotions was 9.21%.

Regression analysis between psychological resilience and positive emotions

The psychological resilience and positive emotions are significantly positively correlated, which is verified as follows:

(1) Taking the positive emotions as dependent variable, and psychological resilience and its three factors of as independent variables, the multi-regression model was established. The results are shown in Table 6.

Table 6 indicates that the two factors of tenacity and power can explain 5.32% of the positive emotion variable, and the interpretation of psychological quality on positive emotions was 14.1%.

(2) Taking the psychological resilience and its three dimensions as dependent variables and the positive emotion as the independent variable, the regression model was constructed. The results are shown in Table 7.

It can be seen from Table 7 that positive emotion had a positive predictive effect on the

psychological resilience and its three

dimensions. But the explanation of positive emotions for optimisms was only 6.5%, which was insufficient.

Table 4.Regression analysis results (n=978)

Calibration variable Prediction variable B Beta t F R R2

Psychological resilience Constant term 2.548 0.749 135.83 118.19*** 0.742 0.555 Physical exercise 0.018 36.31

Tenacity Constant term 2.497 0.716 118.24 105.35*** 0.719 0.513 Physical exercise 0.017 38.14

Power Constant term 2.536 0.658 99.42 629.48** 0.658 0.384 Physical exercise 0.016 25.19

Optimistic Constant term 2.542 0.573 72.45 520.34** 0.572 0.304 Physical exercise 0.019 19.21

Note: *indicates p <0.01; **indicates p<0.05, ***indicates p <0.001. Note: * indicates p < 0.01; ** indicates p < 0.05, *** indicates p < 0.001.

Table 5.Regression analysis results between basketball exercise and positive emotion (n=978)

Positive emotions Constant term 1.938 0.346 89.36 98.24*** 0.327 0.059 Physical exercise 0.008 8.37

Table 6.

The regression analysis results between psychological quality and positive emotions

(n=978)

Positive emotions

Constant term 1.210

0.039 11.36

58.31*** 0.379 0.149

Tenacity 0.152 3.48

Power 0.134 0.042 2.79 Constant term 1.118

0.367 11.29 139.4 0.352 0.126 Psychological resilience 0.342 11.35

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Table 7. The regression analysis results between the psychological quality and positive emotions (n=978)

Psychological resilience Constant term 2.253 0.049 34.56 137.21*** 0.352 0.125 Positive emotions 0.321 16.29

Tenacity Constant term 2.357 0.026 28.53 125.89*** 0.329 0.134 Positive emotions 0.376 28.37

Power Constant term 2.238 0.048 29.17 119.36** 0.378 0.148 Positive emotions 0.386 15.72

Optimistic Constant term 2.324 0.053 22.49 54.47** 0.332 0.294 Positive emotions 0.339 8.19

Table 8. The regression analysis results between basketball exercise/psychological qu ality and

positive emotions

Positive emotions

Constant term 1.019 9.16

39.19*** 0.369 0.145 Tenacity 0.169 0.238 3.89

Power 0.145 0.172 4.79

Table 9. The mediating effect of positive emotions in the psychological resilience and basket exercise

Step Standardized regression equation Standardized regression equation

1 Y=0.687x Se=0.022 T=37.128***

2 W=0.321x Se=0.019 T=9.547***

3 Y=0.149w+0.652x Se=0.153 T=7.104***

Regression analysis between physical

exercise/psychological quality and positive emotions

Taking the three dimensions of psychological resilience and basketball exercise as the independent variable, and positive emotion as the dependent variable, the multi-regression analysis was conducted. The results are shown in Table 8.

The survey results showed that only the two variables such as the tenacity and power were allowed into the model, and their total explanation on positive emotions was 15.2%.

The mediating effect of positive emotions between the psychological quality and physical exercise

The correlation analysis and regression analysis above showed significant results, satisfying the test conditions of mediating effect. For this test, three standardized equations were established, namely the psychological quality (y)-basketball (physical exercise) (x), positive emotion (w)-basketball (physical exercise) (x),

and psychological quality (y)-basketball (physical exercise) (x) and positive emotion (w) (Table 9).

Thus, a chart was drawn to display the mediating effect of positive emotions in the relationship between the psychological quality and basketball exercise (Figure 1).

Figure 1

.

The mediating effect of positive

emotions between the psychological quality

and basketball exercise

Basketball sports

Feeling of optimism

Psychological quality

0.321 0.652

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CONCLUSIONS

Based on the current situation of college students' mental health and physical exercise, this paper proposes to improve college students' positive emotions through the basketball exercise, and finally draws the following conclusions:

(1) There is a significant positive correlation between the psychological quality of college students, basketball (sports) exercise, and positive emotions;

(2) The exercise volume, time, frequency and intensity of college students' physical exercise have a significant positive predictive effect on psychological quality and positive emotion; positive emotion has a significant positive predictive effect on psychological resilience;

(3) College students' positive emotion plays a partial mediating role in the physical exercise and psychological resilience.

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