中小学生正处于身心健康发展的关键时期，他们的身心健康水平不仅关系个人健康成长和幸福生活，而且关系整个民族的健康素质，关系到国家的未来。但随着现代社会的发展和竞争程度的增强，家长和社会对学生的期望水平越来越高，社会和学校存在一定的重智育、轻体育的倾向，学生课业负担过重，休息和锻炼时间严重不足，严重影响了中小学生的身心健康发展。近些年，我国中小学生的体质健康的某些指标下降趋势明显，一些心理健康问题逐年上升。中小学生的身心健康问题越来越引起国家、政府和全社会的广泛关注和担忧。近10多年来，中共中央国务院、教育部、国家体育总局、共青团中央以及地方政府部门颁布了一系列的相关文件，一方面说明了国家和政府对学生身心健康的高度关注，另一方面说明了国家和政府对加强学生体育锻炼，积极开展课外体育活动的决心。本研究以北京市中小学生为研究对象，采用文献法、访谈法、问卷调查法、测量法、实验法等研究方法进行理论和实证的系列研究，共包括五个子研究，分别是：研究一“北京市中小学生生活方式和体育锻炼行为现状的调查研究”、研究二“北京市中小学生运动参与制约因素结构模型的验证与分析”、研究三“北京市中小学生体育锻炼与健康教育结构模型与特点的研究”、研究四“不同运动干预方案对中小学生身心健康影响的实验研究”、研究五“不同运动干预方案对中小学生身心健康影响的追踪研究”。从五个子研究中，得出以下结论：（1）北京市中小学生对体育的喜好程度以及对体育锻炼的需求程度均较高。学生每天在家运动的时间多为30分钟以内，每天睡眠时间多为9小时，除体育课外每天锻炼的时间基本达到30分钟，学生锻炼的主要同伴是同学和好朋友，参与羽毛球、跑步项目的最多。另外，学生课外体育活动被其它课程或活动占用的情况仍存在。（2）北京市中小学生运动参与制约因素模型为3因素结构模型，3个因素依次是：个人因素、家庭因素、学校因素。其中，学校因素的制约影响程度最大，学校因素中“文化课学习任务重”又是制约学生运动参与的最重要一个原因。另外，“不易受制约组”学生身心健康指标均好于“易受制约组”学生。（3）北京市中小学生体育锻炼与健康教育3因素结构模型拟合情况较好，3个因素分别是：学校因素、社区因素、家庭因素。“体育健康教育良好组”学生身心健康指标上基本均好于“体育健康教育不良组”学生。（4）父、母亲经常参加体育锻炼以及家庭支持孩子参与体育锻炼均会对学生养成良好的体育生活方式起到积极的作用。（5）北京市8~17岁中小学生体质健康和2005年全国常模比较，身体形态维度上，身高、体重基本高于全国常模，肥胖率高于全国水平。在身体机能维度上，肺活量大于全国常模。在身体素质维度的肌肉力量、肌肉耐力上，男生基本低于全国常模，女生基本高于全国常模；坐位体前屈指标男女生均好于全国常模。另外，北京市初、高中生在主观体验、情绪活力、身体价值、人际感知、困境应对五个维度上的得分均高于全国常模。（6）TEAM2系统和桡动脉测量两种方法对于监控运动强度均是有效的。因此，在平时运动中，可以使用桡动脉测量监控运动强度。（7）十三套运动干预方案各有特点，对中小学生身心健康发展均有积极地促进作用，但不同方案对中小学生身心健康的不同指标影响不同。其中，小学方案三，初中方案六、方案九，高中的方案十三分别是各自学段的方案中对身心健康促进作用较好的方案。相比而言，球类运动、集体性运动、多个项目混合的有氧运动方案对发展中小学生身体形态、增强身体机能、提高身体素质、促进心理健康效果更好一些。（8）11~20周的追踪运动干预有助于进一步提高学生体质健康水平，且实验组比对照组促进作用更明显。另外，单一方案或者辅线内容较为单一的组合方案，从短期来看，可以促进学生的身心健康；从中长期锻炼效果来看，对个别体质指标作用长期存在，但对于体质指标全面均衡发展以及对心理健康的促进作用效果不明显。而以球类项目、集体项目为主要形式的多项目混合的有氧运动方案，长期按照此类方案进行锻炼，对于全面提高学生的身心健康水平有较好的作用。

The health level of primary and middle school students is not only the key factor affecting the life quality of the individuals, but also closely related to the health qualities and even future prospects for the whole nation. However, with the sharpening of social competition and increasing expectations from parents and society, a tendency of focusing more on intellectual education than on physical exercise has appeared. Students with overloaded studies have seriously lacked of rest and exercise time and their body and mind health has been negatively affected. This situation has attracted more and more attention by our government and society. During the past ten years, the government has issued a series of policy documents, which all show the guidance to strengthen the importance of physical exercise for students’ health. Taking primary and secondary school students in Beijing as research subjects, this research adopts the following methods: document review, interviews, questionnaires, measurement, and experimentation. And the whole research project includes both theoretical and empirical researches, which is composed of a series of five sub-studies, namely: (1) Survey on lifestyle and physical exercise behaviors of primary and secondary school students in Beijing; (2) Validation and analysis of the structural model of factors influencing primary and secondary students’ involvement in physical exercise in Beijing;(3) The structure model and its features of primary and secondary school physical exercise and health education in Beijing; (4) Experimental research on effects of exercise intervention programs on primary and secondary students’ physical and mental health; (5) Follow-up study on effects of exercise intervention programs on primary and secondary students’ physical and mental health. Researches showed following results: (1) The primary and middle school students in Beijing showed higher preference and higher need on physical exercise. The average daily exercise time was around 30 minutes besides the P.E. class. Badminton and running were the main ways for the exercise. Now，students had the experience that the extracurricular exercise time was replaced by other classes. (2) There were three factors, individual factor, family factor and school factor, affecting students’ exercise participation in Beijing. School factor performed the significant effect, and the situation of heavy study burden in the school factor played the most important roles. (3) The exercise situation of the primary and middle school students in Beijing showed a good match with the construction model based on the school, community and family factors. (4) The sports participation of parents and their support on students’ exercise played a vital role for students to form a good exercise habit.(5) The body quality of the students aged between 8-17 years old in Beijing generally showed better level compared to the national average values in 2005. For the aspect of body shape, their height ,weight and obesity rate showed higher value than the national average level. For the aspect of body function, their vital capacity was larger than the national average. In the dimension of muscle strength and endurance, boys’ level is lower than the national norm, girls’ level is higher than the national norm; In the dimension of Sit and Reach Index, both boys’ and girls’ level are better than the national norm. The students in Beijing had significantly higher scores on subjective experience, emotional activity, body value, social perception and difficulty response than the average. (6) It is important to monitor the exercise strength. Both TEAM2 system and radial artery measurement system were effective on the supervision. Therefore, it was suggested to use the radial artery measurement system during the exercise.(7)The 13 exercise program all positively promoted the health of students, while different program had different influence. Among them, the third program for primary schools, the sixth and ninth program for secondary schools, and the thirteenth program for high schools have better effects on promoting students’ physical and mental health. And ball games, the collective sports and a mixture of aerobic exercises have better effects on shaping body, enhancing the body function, improving physical fitness and promoting the mental health for primary and secondary students.(8)The follow-up intervention from week 11 to week 20 helps to further improve students' physical health, and the experimental group shows better effects than the control group. In addition, a single program or a program combining a single exercise could promote students' physical and mental health for a short term, and also helps to improve some physical index for the medium-and long-term effect, but have little effects on promoting the comprehensive and balanced development of students’ physical and mental health for a long term. However, a mixture of aerobic exercises such as ball games and collective sports helps to promote the comprehensive and balanced development of students’ physical and mental health for a long term.