A097: Comparative Efficacy of Exercise Interventions for ChineseUniversity Students with Smartphone Addiction

<bold>Purpose:</bold> Exercise is a promising therapy for smartphone addiction, but it is unclear which type of exercise is most effective. This study aimed to compare the effects of nine different exercise intervention modalities and to determine the optimal duration, frequency, and cycle for each intervention. By comparing the effectiveness of these exercise interventions, our goal was to provide practical recommendations for addressing smartphone addiction among university students of China. <bold>Methods:</bold> A systematic search was conducted on databases including CNKI, VIP, Wanfang, China Biomedical Literature Database, PubMed, EMBASE, and Web of Science, up to October 12, 2023. From among 11,155 papers, 17 articles were selected and included for a network meta-analysis to compare intervention effects. Subgroup analysis and network meta-analysis were performed using Stata 17.0. Pairwise comparisons and network meta-analyses were performed using a random-effects model. <bold>Results:</bold> A total of 40 trials from 17 articles with 1774 participants were included. All types of exercise were effective in reducing smartphone addiction among college students of China. The Preferred Probability Ranking SUCRA values were as follows: Multi-Sport program (97.1%) &gt; Sports Games (84.4%) &gt; Badminton (66.8%) &gt; Basketball (46.8%) &gt; Eight Brocades (44.2%) &gt; Aerobics Exercise (40.1%) &gt; Aerobic Mixed Exercise (39.7%) &gt; Tai Chi Chuan (38.0%) &gt; Volleyball (34.0%) &gt; No Intervention (8.8%). Subgroup analysis indicated that interventions with a duration of less than 1 hour per session, a duration of more than 8 weeks but less than 12 weeks, and a frequency of 3 sessions per week exhibited more significant effects. <bold>Conclusion:</bold> Multi-sport program and sports games are considered the most effective exercise interventions for alleviating smartphone addiction among Chinese university students. Optimal intervention scheduling involves sessions lasting less than 1 hour, a period of 8 to 12 weeks, and a frequency of 3 sessions per week.