研究目的：本研究基于可视化数据平台精准定位学生体质问题，结合国内外校园运动干预的经验开展综合校园运动干预，探索提升中小学生体质健康水平的有效路径，探讨校园运动干预方案对小学生体质健康水平的提升效应，为体育教学改革积累实践经验和理论参考。

研究方法：本研究以北京市朝阳区白家庄小学迎曦分校四年级学生作为研究对象，利用数据可视化技术分析学生体质测试数据，制定四年级各班级以及学生的专项干预方案，进行一学期的校园运动干预。利用个案分析法对常规体育课进行心率监测核算体育课程运动量。干预前后分别测试研究对象的身体形态、机能、素质指标，采用2×2重复测量方差分析比较干预前后学生体质健康水平的变化情况。

研究结果：（1）学生数据可视化以平行坐标轴的形式体现年级体质问题、班级体质规律、个人体质特点，进而精准定位特殊人群。（2）校园运动干预在体育课程的心率水平和MVPA的有效积累时间均高于常规体育活动组（P<0.001）。（3）校园运动干预的男生BMI显著升高（P<0.001），女生BMI略微下降；女生1分钟跳绳和坐位体前屈有显著性提高（P<0.01），男女生1分钟仰卧起坐有显著提高（P<0.01）。（4）校园运动干预后男生语文、数学、英语成绩与1分钟跳绳、1分钟仰卧起坐、坐位体前屈、50米跑、肺活量和BMI均有显著相关（P<0.05）；女生1分钟跳绳和语文成绩、数学成绩显著正相关（P<0.01）。

研究结论：（1）数据可视化成为精准定位学生体能薄弱的手段，精准干预学生体能问题进而促进学生体质健康水平的有效改善。（2）校园运动干预方案有助于增加体育课运动强度，增加学生中高强度身体活动水平，从而有效提升学生体质健康水平。（3）校园运动干预方案能有效抑制女生的体重增长，对改善学生身体形态有促进效益；一定程度提高女生的协调素质和柔韧素质，有效提升学生力量素质。（4）校园运动干预男生的体质测试水平与学生学业成绩的关联比女生多，可能是男女生理心理的不同造成的。

purposes: This study is based on visual data platforms to accurately locate students' physical problems, combined with the experience of campus sports intervention at home and abroad to carry out comprehensive campus sports interventions, explore effective ways to improve the physical health of primary and middle school students, and explore the effect of campus sports intervention programs on the health of primary school students To accumulate practical experience and theoretical reference for physical education reform.

Methods: In this study, the fourth-grade students of Yingjia Branch, Baijiazhuang Primary School, Chaoyang District, Beijing were used as the research object. The data visualization technology was used to analyze the physical fitness test data of the students. . The case analysis method is used to monitor the heart rate of the regular physical education class and calculate the physical exercise amount. Before and after the intervention, the body shape, function and quality indexes of the research subjects were tested respectively, and the 2 × 2 repeated measurement variance analysis was used to compare the changes of the students' physical health levels before and after the intervention.

Results: (1) The visualization of student data reflects the physical problems of grades, the laws of class physical fitness, and the characteristics of personal physical fitness in the form of parallel coordinate axes, and then accurately locates special groups. (2) The heart rate level and effective accumulation time of MVPA in campus sports intervention are higher than those in conventional sports activity group (P <0.001). (3) The male BMI of campus sports intervention was significantly increased (P <0.001), and the female BMI was slightly decreased; the female 1 minute skipping rope and sitting forward flexion were significantly improved (P <0.01), male and female students had 1 minute sit-ups Significantly improved (P <0.01). (4) After campus sports intervention, boys ’language, mathematics, and English scores were significantly correlated with 1 minute skipping rope, 1 minute sit-ups, forward flexion, 50-meter running, vital capacity, and BMI (P <0.05); 1 minute for girls Rope skipping was significantly positively correlated with Chinese and math scores (P <0.01).

Conclusion: (1) Data visualization has become a means to accurately locate students' physical weakness, accurately intervene in students' physical fitness problems and promote effective improvement of students' physical fitness. (2) Campus sports intervention programs help to increase the intensity of physical education and increase the level of middle- and high-intensity physical activity of students, thereby effectively improving the physical fitness of students. (3) Campus sports intervention programs can effectively inhibit the weight gain of girls, and have a beneficial effect on improving students' body shape; to a certain extent, improve the coordination and flexibility of girls, effectively improve the strength of students. (4) Campus sports intervention has more correlations between boys 'physical fitness level and students' academic performance than girls, which may be caused by differences in men's and women's physiology and psychology.