Objective: In this study, a meta analysis was conducted to evaluate and compare the effects of different types of interval training, such as, repeated sprint training(RST), high intensity interval training(HIIT) and sprint interval training(SIT) on body index of overweight/obese college students and the effect of moderate intensity continuous training(MICT), so as to provide a reference for taking appropriate exercise measures. Methods: The data was searched and selected from the database of Web of Science, PubMed, Scopus, The Cochrane Library and CNKI, and from the articles about random research on the effects of HIIT, SIT, RST, and MICT on overweight/obese college students for the evaluation of bias risk. And Stata 16.0 software was used for Meta analysis and network analysis. Results: Totally 815 samples selected from 18 articles were included in the study. Meta analysis showed that HIIT( SMD=-0.26, 95%CI =-0.52--0.00, P <0.05) and SIT( SMD=-0.39, 95%CI =-0.72--0.07, P <0.05) could make greater effects on BMI than MICT. The differences between RST and MICT were of no statistical significance( SMD=0.28, 95%CI =0.32-0.87, P >0.05). According to the SUCRA method combined with effect size, the best effect on improving MetS related physiological indexes of overweight college students was found in SIT( SUCRA =79.3), followed by HIIT( SUCRA =78.2), RST( SUCRA =56.8), and MICT( SUCRA =35.7). Conclusion Compared with MICT, high intensity interval training can greatly improve BMI of the obese/overweight college students, and could achieve the optimal effect of reducing the fat by exercising through SIT.

Objective: To compare the effectiveness of three forms of health education including classroom teaching, network teaching and after class tutoring on exercise behavior among college students. Methods: A literature search was performed using web of science, PubMed, ScienceDirect, Scopus, Cochrane Library, and CNKI database on randomized controlled trials of health education intervention on exercise behavior among college students. Literature filtering, data extraction, and assessment of the risks of bias were conducted by two independent researchers using Stata 16.0 software based on traditional Meta analysis and network meta analysis. Results: A total of 23 literatures were included. The results showed that health education courses could effectively increase the weekly exercise time of college students( SMD =0.29), exercise frequency ( SMD =0.25) and number of students participating in exercise( OR =1.33). Subgroup analysis revealed that the increase in classroom teaching and network teaching associated with increased weekly exercise time ( SMD =0.45, 0.36), exercise frequency ( SMD =0.22, 0.37) and exercise number ( OR =1.36, 1.26)(all P <0.05); The effect of after class tutoring on the time and frequency of weekly exercise was not statistically significant( P >0.05). Indirect comparison showed that the effects of classroom teaching and network teaching on weekly exercise time, and exercise frequency were superior to that of extracurricular counselling( P <0.05); There were no significant differences in the weekly exercise time, frequency and number of participants between the two groups( P >0.05). Based on SUCRA method and the effect size, health education in the form of classroom teaching may have the greatest effect on the weekly exercise time, frequency and the number of students participating in the exercise( SUCRA =91.5, 94.1, 87.1). Conclusion Health education in the form of classroom teaching and network teaching can positively influence exercise behavior of college students.It is suggested that health education courses should be carried out in college courses so as to better promote college students to participate in physical exercise.