BACKGROUND:Isokinetic test system has been widely used to evaluate the muscle function levels Whereas.the reports concerning effect of sport training on the development of muscle strength of hip joint in college students using isokinetic testing are few.OBJECTIVE:To assess the extensor and flexor muscle strength of hip joints in college students with isokinetic testing system METHODS:Totally 40 volunteers,including 20 male and 20 female students were selected.Kinitech isokinetic testing system,produced by Australian Kylingk Company,was used to test the flexion and extension muscle of hip ioints as the sequence of centripetal followed by centrifugal.The test speed was 60(°)/s as slow speed,180(°)/a as middle speed,240(°)/s as high speed.Peak torque(PT)and relative values of extension and flexion muscles,total power(TP)and relative total power were measured.RESULTS AND CONCLUSION:At the respective speed,PT and relative values of female students were greater than that of female students(P＜0.01).Atthe speed of 60,120 and 240(°)/s,flexor PT was smaller than that of extensor PT in male students,which was opposite in the female students,but the difference had no significance(P＞0 05).At the respective speed.TP of males were greater than that of female students(P＜0.01).In male students,TP and relative values of flexor were smaller than extensorat speed of 60(°)/s and 120(°)/s(P＜0.01),and had difference at speed of 240(°)/s(P＜0.05).Infemale students,TP and relative values had significant difference between flexor and extensor at speed of 60(°)/s(P＜0 01)and at speed of 120(°)/sand 240(°)/s(P＜0 05).At the respective speed,PT and relative values,TP and relative values in male students are all greater than females.These values decrease with the speed increasing.At the respective values,values of male students are bigger than females.

Objective: To learn the current status of scoliosis of children and its influencing factors, so as to provide reference for the prevention and treatment. Methods: A total of 1 500 students selected from 4 kindergartens and 3 primary schools in Shijiazhuang were tested by static posture assessment and Adams flexion test to get the values,and self designed questionnaire was designed to investigate the related factors. Results: Totally 78 students were found with scoliosis, accounting for 5.47%. Among them, 17 boys (2.31% in boys) and 61 girls (8.85% in girls) were found with scoliosis, and the differences were of statistical significance ( P <0.01). And the main risk factors of scoliosis in children included holding too much, less crawling, poor sitting and standing posture, lack of vitamin D and calcium, long term unilateral exertion sports, insufficient exercise time, improper height of table and chair, as well as being girl( OR =1.58, 0.58, 2.22, 2.13, 3.02, 2.18, 2.14, 2.86, 3.04, 2.59, 1.16, P <0.05). Conclusion The detection rate of scoliosis in children is very high,the education department and parents should pay more attention for prevention, scientific rearing methods can effectively reduce the incidence of scoliosis in children.

Objective: To examine the impact of physical intelligence teaching on the function of children s sensory integration, so as to provide reference for promoting the development of sensory integration system. Methods: From February to May 2023, the intervention was implemented for 12 weeks among 136 children aged 4-5 (68 in the intervention group and 68 in the control group). The intervention group received situational and game based physical intelligence teaching, the control group received sports game teaching according to the original curriculum objectives of the kindergarten. Intervention was administered 3 times a week for 40 minutes each time. The sensory integration ability of the intervention group and the control group were evaluated before and after the intervention with Chi square test and t test. Results: The vestibular sensation, proprioception and tactile sensation of between boys and girls in the intervention group were significantly improved compared with before intervention (boys：44.14±11.52 vs. 53.34± 9.49 ，44.57±12.76 vs. 50.54±11.86，49.31±12.18 vs. 55.00±10.24,girls：46.00±11.01 vs. 54.58±10.06，48.79±13.17 vs. 53.64±11.97，52.67±11.67 vs. 56.91±10.42, t =-3.24，-2.49，-2.09，-5.24，-12.94，-2.56， P <0.05). There was no significant difference in vestibular sensation between boys and girls in the control group (boys：45.91±11.66 vs. 46.31± 11.20，girls：48.27±13.56 vs. 48.45 ±13.54, t =-0.87，-0.07， P >0.05), but there was a significant improvement in proprioception and tactile sensation in both boys and girls (boys：46.63±11.76 vs. 48.06±11.69，51.63±11.98 vs. 52.40±12.18，girls：50.45±12.16 vs. 51.67± 12.03 ，53.36±12.48 vs. 54.39±12.57， t =-3.36，-2.08，-4.66，-2.86， P <0.05). After the intervention, compared with the control group, the vestibular sensation of both boys and girls significantly improved ( t=2.83, 2.08, P <0.05), with exception of proprioception and tactile sensation ( t =0.88,0.67,0.97,0.88, P >0.05). In the experimental group, the number of normal boys increased from 12 to 24, while the number of dysfunctional boys decreased from 23 to 11, with a statistically significant difference ( χ 2=11.53, P <0.01). There was no statistically significant difference in sensory integration in boys of the control group before and after the experiment ( χ 2= 1.10 , P >0.05). After intervention,the number of normal girls in the experimental group increased from 15 to 27, while the number of dysfunctional girls decreased from 18 to 6, with a statistically significant difference ( χ 2=10.39, P < 0.05 ). There was no statistically significant difference in sensory integration in girls from the control group before and after the experiment ( χ 2=2.08, P > 0.05 ). Conclusion Physical intelligence teaching can effectively improve children s sensory integration ability, especially for vestibular function.