身心健康是个体全面发展的基础性条件。小学生正处于身心快速发展的阶段，这一时期，小学生的生理机能、运动能力、认知能力和社会性发展等方面都发生显著变化，并为青春期、成年期的身心健康奠定基础。当前我国小学生体质与健康状况总体向好发展，但还面临部分体能指标下降、运动技能水平欠佳、情绪调节能力和社会适应性不足等身心健康问题，影响着小学生当下的身心健康水平和未来发展。为此，梳理出小学阶段身心发展关键能力，并探索提升身心发展关键能力的有效措施，从“身心共促”的视角为小学生身心健康发展提供理论和实践基础。

基于此，本研究首先系统梳理并确定了小学生身心发展关键能力，身体发展关键能力包括体能和基本运动技能，心理发展关键能力包括执行功能、情绪智力和社会情感能力；以二、四、六年级小学生为对象，探索了不同年级学生身心发展关键能力的发展特征；基于“身心共促”的视角，研发了促进不同年级小学生身心发展关键能力提升的结构化、递进化综合运动方案；探讨了综合运动干预对身心发展关键能力的影响，并进一步揭示身体发展关键能力变化与心理发展关键能力变化的关系。具体内容如下：

研究一 小学生身心发展关键能力的特征研究。以二年级（284人）、四年级（307人）和六年级（274人）小学生为研究对象，采用单因素被试间设计，分析比较不同年级学生身心发展关键能力的特征。结果发现：（1）在身体发展关键能力方面，①体能存在显著的年级差异，具体表现为，在心肺耐力、爆发力、力量耐力、位移速度上，二年级<四年级<六年级；在灵敏素质和柔韧素质上，二年级<四年级、六年级；②基本运动技能存在显著的年级差异，具体表现为，在动态稳定性技能、静态稳定性技能、抓接技能、投掷技能上，二年级<四年级；（2）在心理发展关键能力方面，①执行功能存在显著的年级差异，具体表现为，在刷新功能运行效率上，二年级<四年级<六年级；在抑制、转换功能运行效率上，二年级<四年级、六年级；在抑制、刷新、转换功能的运行效能上，二年级<四年级<六年级；②情绪智力存在显著的年级差异，具体表现为，在情绪知觉、自我情绪管理、他人情绪管理上，二年级<四年级<六年级；在情绪利用上，二年级<四年纪、六年级；③社会情感能力存在显著的年级差异，具体表现为，在自我认知上，二年级<四年级<六年级；在自我管理、他人认知和集体管理上，二年级、四年级<六年级；在集体认知上，二年级<四年级、六年级；在他人管理上，四年级<二年级、六年级。

研究二 促进小学生身心发展关键能力的综合运动方案的研发。基于“身心共促”的视角，围绕梳理出的小学生身心发展关键能力，结合各关键能力的发展特征，以青少年运动发展模型、运动干预促进儿童脑执行功能发展的多路径理论、社会情感学习干预框架为理论基础，研发以基本运动技能训练、体能训练为主要内容的二年级、四年级综合运动方案各1套，以基本运动技能训练、体能训练和专项技能训练为主要内容的六年级综合运动方案1套。3套综合运动方案均采用12周、每周2次、每次40分钟、中等及以上强度的设计。

研究三 综合运动干预对小学生身心发展关键能力影响的实验研究。以二、四、六年级学生为研究对象，采用2（组别：实验组、对照组）× 2（时间：干预前、干预后）两因素混合实验设计，使用重复测量方差分析和简单效应分析比较干预前后学生身心发展关键能力的变化，使用回归分析探讨身体发展关键能力变化与身体关键能力变化的关系，结果发现：（1）在身体发展关键能力方面，①在体能上，与干预前相比，干预后，二年级实验组的爆发力、力量耐力、位移速度、灵敏素质显著提升，且显著高于对照组干预后；实验组与对照组的心肺耐力和柔韧素质显著提升，两组间无显著差异；四年级实验组的爆发力、力量耐力、位移速度、灵敏素质显著提升，且显著高于对照组干预后；实验组与对照组的心肺耐力显著提升，两组间无显著差异；两组柔韧素质无显著变化。六年级实验组的位移速度、灵敏素质显著提升，且显著高于对照组干预后；实验组与对照组的心肺耐力显著提升，两组间无显著差异；实验组爆发力和柔韧素质显著提升，对照组无显著变化，两组间无显著差异；对照组力量耐力显著提升，实验组无显著变化，两组间无显著差异；以上结果表明，针对各年级小学生研发的综合性运动方案能够显著提升其体能水平。②在基本运动技能上，与干预前相比，干预后，二年级实验组的动态稳定性技能、静态稳定性技能、抓接技能、投掷技能显著提升，且显著高于对照组干预后。四年级实验组的抓接技能、投掷技能显著提升，且显著高于对照组干预后；实验组和对照组的动、静态稳定性技能显著提升，两组间无显著差异；六年级实验组的动、静态稳定性技能、抓接技能、投掷技能显著提升，且显著高于对照组干预后；以上结果表明，针对各年级小学生研发的综合性运动方案能够显著提升其基本运动技能水平。（2）在心理发展关键能力方面，①在执行功能上，与干预前相比，干预后，二年级实验组的抑制、刷新功能的运行效率显著提升，且显著高于对照组干预后；实验组与对照组抑制、刷新、转换功能的运行效能显著提升，两组间无显著差异；两组的转换功能运行效率无显著变化。四年级实验组的抑制、转换功能运行效率显著提升，且显著高于对照组干预后；实验组和对照组的刷新功能运行效率、抑制和转换功能的运行效能显著提高，两组间无显著差异；两组的刷新功能运行效能无显著变化。六年级实验组的抑制和转换功能运行效率、转换功能运行效能显著提升，且显著高于对照组干预后；实验组刷新功能运行效率、抑制和刷新功能的运行效能显著提升，对照组无显著变化，两组间无显著差异；以上结果表明，针对各年级小学生研发的综合性运动方案能够显著提升其执行功能。在情绪智力上，与干预前相比，干预后，二年级实验组的情绪智力总水平、情绪知觉、他人情绪管理水平显著提升，且显著高于对照组干预后；实验组与对照组的自我情绪管理、情绪利用水平显著提升，两组间无显著差异。四年级实验组的情绪智力总水平、情绪知觉、自我情绪管理、他人情绪管理水平显著提升，且显著高于对照组干预后；实验组与对照组的情绪利用水平显著提升，两组间无显著差异。六年级实验组的情绪利用水平显著提升，且显著高于对照组干预后；实验组的情绪智力总水平、他人情绪管理水平显著提升，对照组无显著变化，组间差异不显著；实验组和对照组的情绪知觉、自我情绪管理水平无显著变化；以上结果表明，针对各年级小学生研发的综合性运动方案能够显著提升其情绪智力水平。在社会情感能力上，与干预前相比，干预后，二年级实验组的自我认知、集体管理水平显著提升，且显著高于对照组干预后；实验组社会情感能力总水平显著提升，对照组无显著变化，两组间无显著差异；实验组和对照组的自我管理、他人认知、他人管理、集体认知水平无显著性变化；四年级实验组的他人认知、他人管理、集体认知水平显著提升，且显著高于对照组；实验组的自我认知水平显著提升，对照组无显著变化，两组间无显著差异；实验组与对照组的社会情感能力总水平、自我管理、集体管理水平显著提升，两组间无显著差异；六年级实验组和对照组的社会情感能力各维度总体呈上升趋势，但变化不具有显著性；以上结果表明，针对二、四年级研发的综合运动方案能显著提升学生的社会情感能力，六年级综合运动方案对学生的社会情感能力无显著影响。（3）身心发展关键能力变化的关系方面，①从身体发展关键能力变化与执行功能变化关系上看，稳定性技能的提升能显著预测二年级学生抑制和转换功能的提升，能显著预测四年级刷新功能的提升，能显著预测六年级抑制和刷新功能的提升；心肺耐力的提升能显著预测四年级转换功能的提升，能显著预测六年级刷新功能的提升；柔韧素质的提升能显著预测四、六年级转换功能的提升。②从身体发展关键能力变化与情绪智力变化关系上看，稳定性技能的提升能显著预测二年级学生情绪智力总体、情绪知觉、自我情绪管理水平的提升，能显著预测六年级学生情绪智力总体及各子维度水平的提升；灵敏素质能显著预测四年级学生情绪利用水平的提升。③从身体发展关键能力变化与社会情感能力变化关系上看，稳定性技能的提升能显著预测四年级学生自我管理、他人管理、集体认知水平的提升；操控性技能的提升能显著预测四年级学生自我认知水平的提升；心肺耐力的提升能显著预测二年级学生自我认知和集体认知水平的提升；柔韧素质的提升能显著预测四年级学生他人认知和社会情感能力总体水平的提升。

研究结论：（1）小学生身体发展关键能力包含体能和基本运动技能，心理发展关键能力包含执行功能、情绪智力和社会情感能力。（2）小学生身心发展关键能力存在显著的年级差异，体能、基本运动技能、执行功能、情绪智力整体上随年级升高而增强，社会情感能力各子能力的发展在小学不同学段存在特异性。（3）研发出递进化提升二、四、六年级学生身心发展关键能力的综合运动方案各1套。（4）二年级和四年级的综合运动干预能有效提升学生的体能、基本运动技能、执行功能、情绪智力和社会情感能力，六年级的综合运动干预能有效提升学生的体能、基本运动技能、执行功能和情绪智力。（5）以稳定性技能为主的基本运动技能的提升能够显著预测执行功能、情绪智力和社会情感能力的提升，以心肺耐力和柔韧素质为主的体能的提升能够显著预测执行功能和社会情感能力的提升。

Physical and mental health is a fundamental condition for the holistic development of individuals. Elementary school students are in a crucial period of physical and mental development, during which their physiological functions, motor performance, cognitive abilities, and social development undergo significant changes, laying a solid foundation for their physical and mental health during adolescence and adulthood. Although the physical health of elementary school students in China has been improving annually, they still face issues such as declining in some physical fitness, low proficiency in motor skills, inadequate emotional regulation, and insufficient social adaptability, which impact their current level of physical and mental health and future development. Therefore, it is essential to identify and explore effective measures to enhance the key abilities of physical and mental development in elementary school students, providing a theoretical and practical basis for their physical and mental health development from the perspective of promoting both physical and mental growth.

In this study, we first systematically reviewed and identified the key abilities for the physical and mental development of elementary school students. The key abilities in physical development include physical fitness and fundamental movement skills, while the key abilities in mental development encompass executive functions, emotional intelligence, and social-emotional competences. Focusing on second, fourth, and sixth-grade elementary school students, we explored the developmental characteristics of these key abilities at different grade levels. Based on the perspective of promoting both physical and mental growth, we developed a structured, progressive comprehensive physical activity program to enhance these key abilities. We investigated the effects of this comprehensive physical activity program on the key abilities of physical and mental development and further revealed the relationship between changes in physical development and mental development key abilities. The specific contents are as follows:

Study 1: Characteristics of Key Abilities in Physical and Mental Development of Elementary School Students. We conducted a study with a single-factor between-subjects design involving second-grade (284 students), fourth-grade (307 students), and sixth-grade (274 students) elementary school students as participants. The characteristics of key abilities in physical and mental development among students of different grade levels were analyzed and compared. The results showed that: (1) In terms of key abilities in physical development, ① physical fitness generally increased with age, specifically reflected in the levels of cardiorespiratory endurance, power, strength endurance, and speed, with second-grade < fourth-grade < sixth-grade; regarding agility and flexibility levels, second-grade < fourth-grade and sixth-grade; ② fundamental movement skills gradually increased with age, specifically demonstrated in dynamic stability skills, static stability skills, catching skills, and throwing skills, with second-grade < fourth-grade; (2) In terms of key abilities in mental development, ① executive functions overall improved with age, specifically manifesting in the efficiency of updating function, with second-grade < fourth-grade < sixth-grade; inhibition and shifting function efficiency, with second-grade < fourth-grade and sixth-grade; inhibition, updating, and shifting function effectiveness, with second-grade < fourth-grade < sixth-grade; ② emotional intelligence generally improved with age, specifically exhibited in emotional perception, self-emotion management, and others emotion management, with second-grade < fourth-grade < sixth-grade; emotional utilization, with second-grade < fourth-grade and sixth-grade; ③ the development of sub-abilities in social-emotional competences showed different stages, specifically manifested in self-cognition, with second-grade < fourth-grade < sixth-grade; self-management, others-cognition, and collective management, with second and fourth-grade < sixth-grade; collective cognition, with second-grade < fourth-grade and sixth-grade; others' management, with fourth-grade < second-grade and sixth-grade.

Study 2: Development of a Comprehensive Physical Activity Program for Promoting Key Abilities in Physical and Mental Development of Elementary School Students. Based on the perspective of promoting both physical and mental growth and focusing on the identified key abilities in physical and mental development of elementary school students, combined with the developmental characteristics of each key ability, we developed three comprehensive physical activity programs using the Youth Physical Development Model, the Multi-Pathway Theory of Exercise Intervention Promoting Children's Brain Executive Function Development, and the Social-Emotional Learning Intervention Framework as theoretical foundations. One program for second-grade and one for fourth-grade students primarily consist of fundamental movement skill training and physical fitness training, while a program for sixth-grade students primarily comprises fundamental movement skill training, physical fitness training, and sport-specific skill training. All three comprehensive physical activity programs were designed to last for 12 weeks, with two 40-minute sessions per week at a moderate to high intensity.

Study 3: Experimental Study on the Effects of the Comprehensive Physical Activity Program on Key Abilities in Physical and Mental Development of Elementary School Students. Students from second, fourth, and sixth grades were the subjects of the study, adopting a 2 (group: experimental group, control group) × 2 (time: pre-intervention, post-intervention) mixed experimental design. Repeated measures analysis of variance and simple effects analysis were used to compare changes in students' key abilities in physical and mental development before and after the intervention. Regression analysis was employed to explore the relationship between changes in key abilities in physical development and mental development. The results revealed: (1) In terms of physical development, ① for physical fitness, compared with pre-intervention levels, power, strength endurance, speed, and agility significantly improved in the second-grade experimental group after the intervention, and these improvements were significantly higher than those in the control group post-test. Both experimental and control groups showed significant improvements in cardiorespiratory endurance and flexibility, but there were no significant differences between the groups. The fourth-grade experimental group showed significant improvements in power, strength endurance, speed, and agility, which were significantly higher than the control group post-test. Both experimental and control groups showed significant improvements in cardiorespiratory endurance, but there were no significant differences between the groups. Both groups showed no significant changes in flexibility. In the sixth-grade experimental group, speed and agility significantly improved and were significantly higher than the control group post-test. Both experimental and control groups showed significant improvements in cardiorespiratory endurance, but there were no significant differences between the groups. The experimental group showed significant improvements in power and flexibility, while the control group showed no significant changes, but there were no significant differences between the groups. The control group showed significant improvements in strength endurance, while the experimental group showed no significant changes, but there were no significant differences between the groups. These results indicate that the comprehensive physical activity programs developed for elementary school students of various grades can significantly improve their physical fitness levels. ②In terms of fundamental movement skills, compared to the pre-intervention period, the second-grade experimental group demonstrated significant improvements in dynamic stability skills, static stability skills, catching skills, and throwing skills after the intervention, all of which were significantly higher than the control group post-intervention. The control group also showed significant enhancements in both dynamic and static stability skills. The fourth-grade experimental group exhibited substantial improvements in catching and throwing skills, which were notably higher than the control group post-intervention. Both the experimental and control groups exhibited significant enhancements in dynamic and static stability skills, but no significant difference was observed between the two. The sixth-grade experimental group showed considerable progress in dynamic and static stability skills, catching skills, and throwing skills, all of which were significantly higher than the control group post-intervention. These results indicate that the comprehensive sports program developed for primary school students of various grades can significantly enhance their fundamental movement skills levels. (2) In terms of key abilities in psychological development, ① for executive functions, compared to pre-intervention levels, the second-grade experimental group exhibited significant improvements in inhibition and updating efficiency after the intervention, and these improvements were significantly higher than the control group post-test. Both the experimental and control groups showed significant improvements in inhibition, updating, and shifting efficiency, but no significant differences were observed between the groups. No significant changes were found in the shifting efficiency for both groups. In the fourth-grade experimental group, inhibition and shifting efficiency significantly improved and were significantly higher than the control group post-test. Both the experimental and control groups showed significant improvements in updating efficiency, inhibition, and shifting efficiency, but no significant differences were observed between the groups. No significant changes were found in updating efficiency for both groups. In the sixth-grade experimental group, inhibition and shifting efficiency, as well as shifting efficiency, significantly improved and were significantly higher than the control group post-test. The experimental group showed significant improvements in updating efficiency, inhibition, and updating efficiency, while the control group showed no significant changes, but no significant differences were observed between the groups. These results indicate that the comprehensive physical activity programs developed for elementary school students of various grades can significantly improve their executive functions. ② In terms of emotional intelligence, compared to pre-intervention levels, the second-grade experimental group demonstrated significant improvements in overall emotional intelligence, emotional perception, and emotion management in others after the intervention, and these improvements were significantly higher than the control group post-test. Both the experimental and control groups showed significant improvements in self-emotion management and emotional utilization levels, but no significant differences were observed between the groups. The fourth-grade experimental group exhibited significant improvements in overall emotional intelligence, emotional perception, self-emotion management, and emotion management in others, and these improvements were significantly higher than the control group post-test. Both the experimental and control groups demonstrated significant improvements in emotional utilization levels, but no significant differences were observed between the groups. In the sixth-grade experimental group, emotional utilization levels significantly improved and were significantly higher than the control group post-test. The experimental group showed significant improvements in overall emotional intelligence and emotion management in others, while the control group showed no significant changes, but no significant differences were observed between the groups. Neither the experimental nor the control groups showed significant changes in emotional perception and self-emotion management levels. These results indicate that the comprehensive physical activity programs developed for elementary school students of various grades can significantly improve their emotional intelligence levels. In terms of social-emotional competences, compared to pre-intervention levels, the second-grade experimental group showed significant improvements in self-awareness and collective management levels after the intervention, and these improvements were significantly higher than the control group post-test. The experimental group demonstrated significant improvements in overall social-emotional competences, while the control group showed no significant changes, but no significant differences were observed between the groups. Both the experimental and control groups showed no significant changes in self-management, awareness of others, management of others, and group awareness levels, but the post-test of other awareness in the experimental group was significantly higher than the control group post-test. In the fourth-grade experimental group, awareness of others, management of others, and group awareness levels significantly improved and were significantly higher than the control group. The experimental group exhibited significant improvements in self-awareness levels, while the control group showed no significant changes, but no significant differences were observed between the groups. Both the experimental and control groups demonstrated significant improvements in overall social-emotional competences, self-management, and collective management levels, but no significant differences were observed between the groups. The overall social-emotional competences in the sixth-grade experimental and control groups showed an upward trend, but no significant changes were observed. These results indicate that the comprehensive physical activity programs developed for second and fourth-grade students can significantly improve their social-emotional competences, while the program for sixth-grade students did not have a significant impact on their social-emotional abilities. (3) In regard to the relationship between changes in key physical and psychological developmental abilities, ① examining the connection between changes in key physical developmental abilities and executive function, improvements in stability skills significantly predicted enhancements in inhibitory and shifting functions for second-grade students, refresh function for fourth-grade students, and inhibitory and refresh functions for sixth-grade students. Enhancements in cardiorespiratory endurance significantly predicted improvements in shifting function for fourth-grade students and refresh function for sixth-grade students. Upgrades in flexibility significantly predicted enhancements in shifting function for both fourth and sixth-grade students. ② Considering the connection between changes in key physical developmental abilities and emotional intelligence, enhancements in stability skills significantly predicted improvements in overall emotional intelligence, emotional perception, and self-emotional management levels for second-grade students and overall and each sub-dimension level for sixth-grade students. Agility significantly predicted improvements in emotional utilization levels for fourth-grade students. ③ In terms of the relationship between changes in key physical developmental abilities and social-emotional competences, improvements in stability skills significantly predicted enhancements in self-management, management of others, and collective cognition levels for fourth-grade students. Upgrades in manipulative skills significantly predicted improvements in self-cognition levels for fourth-grade students. Enhancements in cardiorespiratory endurance significantly predicted improvements in self-cognition and collective cognition levels for second-grade students. Upgrades in flexibility significantly predicted enhancements in others' cognition and overall social-emotional competences levels for fourth-grade students.

Research Conclusions: (1) The key physical developmental abilities for elementary school students include physical fitness and fundamental movement skills, while key psychological developmental abilities encompass executive function, emotional intelligence, and social-emotional competences. (2) There are grade-level differences in key physical and psychological developmental abilities among elementary school students. Physical fitness, fundamental movement skills, executive function, and overall emotional intelligence generally strengthen with age, while the development of social-emotional sub-skills exhibits distinct stages. (3) We have developed an incremental set of comprehensive physical activity programs aimed at enhancing the key abilities of physical and psychological development in second, fourth, and sixth graders. (4) The comprehensive physical activity interventions for second and fourth-grade students effectively enhance the corresponding key physical and psychological developmental abilities for their respective grades, albeit with differences in the impact on specific abilities. Comprehensive physical activity interventions for sixth-grade students effectively improve their physical fitness, fundamental movement skills, executive function, and social-emotional competences. (5) Fundamental movement skills and physical fitness can significantly predict changes in executive function, emotional intelligence, and social-emotional competences, primarily driven by changes in stability skills and cardiorespiratory endurance.