目的：为了增加青少年的身体活动量，培养青少年的锻炼习惯，本研究通过对锻炼行为形成的相关理论进行分析后选用计划行为理论和自我效能理论为依据，根据这两个理论框架中对锻炼行为有影响的因素设计干预方案，对我国青少年锻炼行为进行干预实证研究。方法：共选取初一学生实验组和对照组各30人。依据计划行为理论和自我效能理论对实验组学生进行8周的干预，每周一节课，对照组不进行任何干预。干预前后分别测量两组学生的锻炼心理效应及锻炼行为变化。测量工具为理论变量相关的心理问卷和加速度计。结果：（1）在锻炼心理方面，干预对学生的锻炼主观控制感、锻炼意向和锻炼自我效能感均有显著影响。实验组学生的锻炼行为主观控制感高于对照组（28.73±5.19 vs. 26.31±5.56）、锻炼行为意向高于对照组（27.35±4.70 vs. 24.30±4.70）、锻炼自我效能高于对照组（59.15±11.52 vs. 52.98±12.95）。（2）在锻炼行为方面，干预对学生单次锻炼时长、静坐少动时间、参与低强度身体活动时间有显著影响。实验组学生的单次锻炼时长得分高于对照组（3.00±1.17 vs. 2.50±1.04）、七天静坐时间占比少于对照组（64%±10% vs. 68%±9%）、七天低强度身体活动时间占比高于对照组（24%±6% vs. 20%±6%）。（3）学生锻炼心理效应和锻炼行为有显著的相关性。（4）和干预前相比，卡方检验结果表明，干预后实验组学生进行低强度身体活动人数减少，进行中、高强度身体活动人数增加， =6.621，p=0.036。（5）主观身体活动量与锻炼心理变量具有中等强度的显著相关性，加速度计测得的身体活动总量与锻炼态度、锻炼意向和锻炼效果期待显著相关，高强度身体活动时间占比与锻炼效果期待相关性最高。结论：（1）以计划行为理论和自我效能理论为依据对青少年进行干预，能改变个体锻炼心理效应，具体表现为锻炼行为主观控制感增强、锻炼意向增加、锻炼自我效能感提升。（2）以计划行为理论和自我效能理论为依据对青少年进行干预，能改变个体锻炼行为，具体表现为单次锻炼时长增加，静坐少动时间减少，低强度体力活动时间增加。（3）青少年锻炼心理效应与锻炼行为具有相关性，积极的锻炼心理能提高青少年的身体活动量；同时对锻炼效果的期望值越高，身体活动的强度就越大。

Objective: in order to increase adolescents’ amount of physical activity, and cultivate their exercising habits, this study chose the influential factors of the theory of planned behavior and self-efficacy theory as the basis to design an exercise behavior intervention plan. The intervention plan was used to conduct empirical intervention research on adolescents’ exercise behavior in our country, so that the correlation between adolescents’ exercise psychology and exercise behavior could be analyzed and that adolescents could have a correct and positive understanding of exercise behavior, enhance their psychological effect and increase their amount of physical activity.Methods: this paper mainly adopted the literature review method, questionnaire survey method and experiment method to conduct research. A total of 30 Grade 7 students were selected for the experimental group and the same amount for the control group. 24 students in the experimental group and 27 in the control group provided effective data. According to the theory of planned behavior and self-efficacy, the students in the experimental group were intervened for 8 weeks. One class per week consisted of 5 theoretical courses and 3 practical courses. The control group did not intervene. Before and after the intervention, the changes of exercise psychological effect and exercise behavior of the two groups were measured. The measurement tools were psychological questionnaire and accelerometer.Results :(1) in terms of exercise psychology, the intervention had a significant impact on students' exercise subjective control sense, exercise intention and exercise self-efficacy sense. The subjective control sense of exercise behavior of students in the experimental group was higher than that in the control group (28.73±5.19 vs. 26.31±5.56), the exercise intention of behavior was higher than that of the control group (227.35±4.70 vs. 24.30±4.70), and the exercise self-efficacy was higher than that of the control group (59.15±11.52 vs. 52.98±12.95). (2) in terms of exercise behavior, the intervention had significant influence on students' single-time exercise duration, sedentary and lowly active time and participation time in low-intensity physical activities. The single-time exercise duration score of the experimental group was higher than that of the control group (3.00±1.17 vs. 2.50±1.04), the seven-day sedentary time was lower than that of the control group (64%±10% vs. 68%±9%), and the seven-day low-intensity physical activity time was higher than that of the control group (24%±6% vs. 20%±6%). (3) there was a significant correlation between students' exercise psychological effect and exercise behavior. (4) compared with the results before the intervention, the Chi-square test results showed that the number of students in the experimental group taking low-intensity physical activities decreased after the intervention, while the number of students in the experimental group taking medium and high-intensity physical activities increased, =6.621, p=0.036. (5) subjective physical activity and exercise psychological variables had a moderate correlation. The total amount of physical activity measured by the accelerometer was significantly correlated with exercise attitude, exercise intention and expectation of exercise effect. The proportion of time of high-intensity physical activity had the highest correlation with the expectation of exercise effect.Conclusion : (1) the intervention of adolescents based on the theory of planned behavior and self-efficacy theory can change the individuals’ psychological effect of exercise, which was shown by the increased subjective control sense, the increased exercise intention and the improved self-efficacy of exercise behavior. (2) the intervention of adolescents based on the theory of planned behavior and self-efficacy theory can change the individuals’ exercise behavior, which was reflected in the increase of single-time exercise duration, the decrease of sedentary and lowly active time and the increase of low-intensity physical activity time. (3) The positive exercise psychology of adolescents can improve the physical activity of adolescents, and the higher the expectation of exercise effect, the greater the intensity of physical activity.