Association between Physical Literacy and Physical Activity: A Multilevel Analysis Study among Chinese Undergraduates

Exploring the mediating roles of physical literacy and mindfulness on psychological distress and life satisfaction among college students

Background

Psychological distress has been a growing challenge to healthy living worldwide. Special attention has been concentrated on examining the cost of psychological distress on the life satisfaction of college students who are vulnerable groups coping with the challenge. The purpose of this study is to explore the roles of physical literacy (PL) and mindfulness in mediating the impact of psychological distress on life satisfaction among college students in China.

Methods

A sample of 653 students from six universities across three cities in China participated in an online survey, which included measures of PL, mindfulness, life satisfaction, as well as stress, anxiety, and depression levels. Structural equation modeling (SEM) was implemented to analyze the survey data.

Results

The findings of the SEM analysis demonstrated an acceptable model fit (X2/df = 3.63, CFI = 0.951, TLI = 0.940, RMSEA = 0.068, 90% CI = [0.060, 0.075], SRMR = 0.051) with a large effect size (R 2 = 0.36) for life satisfaction, indicating that 36% of the variation in life satisfaction could be explained by the model. In addition, significant partial-mediation effects of PL and mindfulness were observed in the relationship between psychological distress and life satisfaction. These findings provide empirical support for the notion that interventions targeting PL and mindfulness practices may effectively enhance well-being and alleviate psychological distress among college students. Furthermore, this study suggests that integrating PL and mindfulness components into physical education and activity programs could be beneficial in meeting individuals' holistic health needs.

Physical literacy and health of Chinese medical students: the chain mediating role of physical activity and subjective well-being

Background/objective

While Physical Literacy has been highlighted as a determinant in health in recent study, there is a dearth of studies examining its effect on physical health, and there is a little in the way of empirical data linking Physical Literacy to health outcomes. Accordingly, further empirical research is needed to clarify the mechanisms by which Physical Literacy affects physical health. The purpose of this study was to verify the role of medical students' Physical Literacy on Health-related quality of life as well as to explore the chain mediating role of Physical Activity and Subjective Well-being in it.

Methods

This study utilized a cross-sectional study design. The Physical Literacy, Health-related Quality of Life, Physical Activity ratings, and Subjective Well-being of students at Shanxi Medical University were all measured using an online survey administered in September 2023. A total of 1968 valid questionnaires were returned. First, descriptive statistics and correlation analysis were performed using SPSS software. Second, PROCESS was used to test the mediating role. Finally, we used structural equation modeling (Amos) to test the model fit.

Results

There is a significant correlation between all variables. After mediation effects analysis, we found that there were three indirect pathways of physical literacy on health-related quality of life: a single mediating effect of physical activity, a single mediating effect of subjective well-being, and a chained mediating effect of physical activity-subjective well-being.

Conclusion

The mediating role of physical activity and subjective well-being on the relationship between physical literacy and health-related quality of life has been confirmed. Our research results support the integration of physical literacy into physical education teaching and the modification of curriculum content by physical education teachers as part of efforts to enhance students' physical activity levels, subjective well-being levels, and overall health. This study provides a new perspective for intervention in improving the health of medical students.

Fitness promotion in college: the relationships among students' perceived physical literacy, knowledge, and physical fitness

Purpose

The purpose of this study was to examine the relationships among perceived physical literacy (PPL), knowledge of physical activity and fitness (PAF knowledge), and physical fitness.

Methods

Undergraduates (N = 968, female = 414; Mage = 18.64) from a public university in central China completed a simplified Chinese version of the PPL instrument, an online test for PAF knowledge, and seven health-related physical fitness tests. The PPL includes three dimensions: (a) confidence and physical competence, (b) motivation, and (c) interaction with the environment. The fitness tests measured lung capacity, body mass index (BMI), and performances in 800 (female)/1000 (male) meters run, 50 meters dash (50 M), sit-up (female) / pull-up (male), standing long jump (SLJ), and sit-and-reach.

Results

PPL and its dimensions significantly predicted six fitness test performances both in male (β: -0.42 - 0.37; p < 0.01-0.05; R2: 0.01-0.13) and female (β: -0.59 - 0.49; p < 0.01-0.05; R2: 0.03-0.13) students. PAF knowledge (β: -0.17 - 0.18; p < 0.01-0.05; R2: 0.01-0.05) significantly predicted BMI (males) and performances in 50 M (females) and SLJ (females) tests.

Conclusion

To support college students' fitness development and maintenance, tailored physical activity and fitness promotion programs are needed to strengthen students' PPL and PAF knowledge.

Exploring the link between perceived physical literacy and academic performance outcomes: insights from the EHDLA study

Objective

The aim of this study was to verify the relationship between perceived physical literacy (PPL) and academic performance outcomes among Spanish adolescents aged 12-17 years.

Methods

This cross-sectional study is a secondary examination utilizing data derived from the Eating Healthy and Daily Life Activities (EHDLA) project. The Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI) was used to evaluate the PPL of the participants. To determine academic performance, the numerical grades for each subject were added together and then divided by the total number of subjects.

Results

Overall, a positive trend in the association between S-PPLI scores and academic performance was observed. We identified two significant ranges within the S-PPLI scores. First, there was a significant range between 9 and 33 points on the S-PPLI, indicating an inverse association with academic performance. Second, another significant range was observed at scores of 34 points or higher on the S-PPLI, suggesting a positive association with academic performance. Participants with low PPL had the lowest academic performance (mean = 6.4; bias-corrected and accelerated (BCa) bootstrapped 95% confidence interval (CI): 6.2-6.6). Conversely, those adolescents with high PPL had the highest academic performance (mean = 6.9; BCa bootstrapped 95% CI: 6.6-7.1). Significant differences were found between low PPL and medium PPL (p-adjusted = 0.031) and between low PPL and high PPL (p-adjusted = 0.031).

Conclusions

Increased physical literacy could be a relevant factor for achieving greater academic performance in adolescents. This study has potential implications for physical education instructors, school leaders, and healthcare practitioners.

The role of physical literacy and mindfulness on health-related quality of life among college students during the COVID-19 pandemic

This study aimed to examine the role played by the physical literacy and mindfulness in the health-related quality of life (QoL) of college students. In early 2022, 24,236 college students from three universities in southern China were recruited in the study. R software and the lavvan package was utilized to build the structural equation model. The measurement model was composed of three latent factors (physical literacy, mindfulness, and quality of life) and 16 observed variables in total. The results of the measurement model indicated goodness fit with p > .05 in Chi-square result, and GFI = .92. In addition, the comparative fit index (.92), Tucker-Lewis index (.91), root-mean-square error of approximation (.07), and root of mean square residual (.11) were in accord with the cutoff model-fit criteria. The results confirm that physical literacy and mindfulness can play a significant and positive role in the structural equation model of quality of life. In addition, this study provides initial evidence that mindfulness and physical literacy could potentially buffer declines in student QoL during the COVID-19 pandemic. Moreover, this study is the first to develop a structural equation model of QoL with multiple indicators, making it a strong addition to existing research on QoL during a pandemic.

The relationship between physical literacy and quality of life among university students: The role of motivation as a mediator

Background/objective

The literature has discussed the potential for nurturing, integrating, and optimizing physical literacy to thereby enhance quality of life. Progression could be made through the disposition of acquiring movements and engaging in physical activity, but data supporting such an argument remains limited. This cross-sectional study attempted to empirically investigate these two variables by assessing the levels of motivation and satisfaction among university students in Taiwan. The hypothesis posited a positive correlation between physical literacy and quality of life, with the mediating effects of motivation and satisfaction taken into consideration.

Methods

By applying the time segregation method, participants were asked to complete a set of questionnaires at the beginning and the end of the first semester during the 2021 - 2022 academic year. The initial phase involved gathering demographic information and assessing the perceived physical literacy score. The scores for motivation, satisfaction, and quality of life were measured in the subsequent phase. SmartPLS version 3.3 was used to conduct data analysis. After ratifying the model's goodness-of-fit, partial least squares structural equation modeling was used to test the hypotheses in the research model.

Results

A total of 388 students (male n = 320, female n = 68; mean age: 18.5 years) participated in this study. Moderate explanatory power was found in the relationships of perceived physical literacy to physical education satisfaction (βPPLI → PES = 0.137, t = 6.439, R2 = 0.642) and motivation (βPPLIA → SIMS = 0.511, t = 32.701, R2 = 0.607). Results then indicated that motivation is the mediator of the relationship between physical literacy and physical education satisfaction (βPPLI → SIMS → PES = 0.373, t = 4.015). Furthermore, this satisfaction mediated the relationship between physical literacy and quality of life (βPPLI → PES → QoLS = 0.070, t = 4.47).

Conclusion

This study connected theoretical knowledge regarding physical literacy with practice, suggesting that ongoing physical education may nurture the habit of lifelong participation in physical activity, thus further improving quality of life.

Chinese university students' preferences for physical activity incentive programs: a discrete choice experiment

Purpose

This study aims to explore and compare Chinese university students' preferences for various physical activity motivation programs.

Patients and methods

A cross-sectional study was conducted in China from February 25 to March 25, 2022. Participants anonymously completed an online questionnaire based on a DCE. A total of 1,358 university students participated in the survey. The conditional logit model (CLM), willingness to accept (WTA), and propensity score matching (PSM) were used to assess college students' preferences for different attributes and levels of physical activity incentive programs.

Results

Respondents identified the number of bonus, exercise time, and academic rewards as the three most significant attributes of the athletic incentive program. The importance of each attribute varied based on individual characteristics such as gender and BMI. In CLM, college students displayed a preference for a "¥4" bonus amount (OR: 2.04, 95% CI 1.95-2.13), "20 min" of exercise time (OR: 1.85, 95% CI 1.79-1.92), and "bonus points for comprehensive test scores" as academic rewards (OR: 1.33, 95% CI 1.28-1.37). According to the WTA results, college students were willing to accept the highest cost to obtain academic rewards tied to composite test scores.

Conclusion

The number of bonus, exercise time, and academic rewards emerge as the three most crucial attributes of physical activity incentive programs. Furthermore, college students with different characteristics exhibit heterogeneity in their preferences for such programs. These findings can guide the development of programs and policies aimed at motivating college students to engage in physical activities.

Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children

Background/Objective

The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children.

Methods

A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention.

Results

Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = -3.89, 95% CI [-5.08; -2.71], p < 0.001) and handgrip (β = -0.70, 95% CI [-1.20; -0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = -1.21, 95% CI [-1.91; -0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012).

Conclusion

The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.

Physical literacy assessment in adults: A systematic review

Physical literacy is a multidimensional construct that has been defined and interpreted in various ways, one of the most common being "the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout the life course". Although its improvement can positively affect many behavioral, psychological, social, and physical variables, debate remains over an appropriate method of collecting empirical physical literacy data. This systematic review sought to identify and critically evaluate all primary studies (published and unpublished, regardless of design or language) that assessed physical literacy in adults or have proposed measurement criteria. Relevant studies were identified by searching four databases (Pubmed, SportDiscus, APA PsycINFO, Web of Science), scanning reference lists of included articles, and manual cross-referencing of bibliographies cited in prior reviews. The final search was concluded on July 15, 2022. Thirty-one studies, published from 2016 to 2022, were analyzed. We found seven instruments measuring physical literacy in adults, of which six were questionnaires. The Perceived Physical Literacy Instrument was the first developed for adults and the most adopted. The included studies approached physical literacy definition in two ways: by pre-defining domains and assessing them discretely (through pre-validated or self-constructed instruments) and by defining domains as sub-scales after factorial analyses. We found a fair use of objective and subjective measures to assess different domains. The wide use of instruments developed for other purposes in combined assessments suggests the need for further instrument development and the potential oversimplification of the holistic concept, which may not result in a better understanding of physical literacy. Quality and usability characteristics of measurements were generally insufficiently reported. This lack of data makes it impossible to compare and make robust conclusions. We could not identify if any of the existing physical literacy assessments for adults is appropriate for large-scale/epidemiological studies.

Measuring physical literacy for an evidence-based approach: Validation of the French perceived physical literacy instrument for emerging adults

Background/Objectives

Physical Literacy (PL) is increasingly recognized as a key element in studies aimed at promoting Physical Activity (PA), but measurement tools for emerging adults and evidence for assessing and using this concept is lacking in a wide range of contexts. We aimed to validate the French version of the Perceived Physical Literacy Instrument (PPLI): a scale for investigating PL in young French adults.

Methods

After PL and PA data collection (n = 2,248, age_mean = 19 ± 1.53 yrs), exploratory and confirmatory factor analyses, Cronbach's α and Omega's ω and an Intraclass-Correlation analysis were undertaken. Spearman's rank correlation and the Boruta algorithm were used to investigate the association between PL and PA. Boruta's algorithm examined deeper external validation by analyzing the strength of an overall PL score in explaining PA, compared with separate dimensions of PL and individual characteristics (BMI, sex).

Results

Results showed an acceptable level of reliability (ICC = 0.91), internal validity (α = 0.88; ω = 0.77), and external validity (Rhô >0.18, p < 0.01). The Boruta algorithm highlighted that the construct of PL is a significant predictor of PA, although not the strongest one which is social and affective dimension.

Conclusion

This study provided data on validity and reliability of the first French assessment tool to measure PL constituted by four intertwined dimensions (physical, cognitive, social, affective). At the same time, it provides new evidence of the association between PL and PA.

Association between enjoyment, physical activity, and physical literacy among college students: a mediation analysis

Background

Physical literacy and enjoyment are important factors that affect physical activity.

Purpose

This work studies whether physical activity enjoyment (PAE) mediates the association between moderate to vigorous physical activity (MVPA) and physical literacy (PL) among college students.

Methods

Chinese college students were recruited using the Perceived Physical Literacy Instrument Scale (PPLI-SC), the International Physical Activity Questionnaire Short Form (IPAQ-SF), and the Physical Activity Enjoyment Scale. The SPSS Hayes process macro (model 4) was used to analyze the direct impact and the indirect impact. Pearson correlation, independent sample t-tests, and linear regression were used to analyze the relationship between indicators.

Results

The study surveyed 587 boys and 1,393 girls with a total of 1,980 valid questionnaires. MVPA, PAE, and PL of boys were significantly higher than girls (p < 0.01). The correlation analysis showed that MVPA, PL, and PAE were significantly correlated (p < 0.01). The results showed the direct effect of PL on MVPA was still statistically significant (β = 0.067, p < 0.05) after adding PAE variables; PAE has a positive effect on MVPA after controlling PL (β = 0.170, p < 0. 01). PL has a positive effect on PAE (β = 0.750, p < 0.01). PL impacted MVPA as explained by a 65.58% mediating effect of enjoyment.

Conclusion

Physical activity enjoyment mediates the relationship between PL and MVPA among college students. This means that even high PL among student may not imply that they are physically active if they do not enjoy physical activity.

The Effectiveness of a Physical Literacy-Based Intervention for Increasing Physical Activity Levels and Improving Health Indicators in Overweight and Obese Adolescents (CAPACITES 64)

Recently, the concept of Physical Literacy (PL) has emerged as a key concept for promoting active behavior and improving health indicators in adolescents. Overweight and obese adolescents have a low level of Physical Activity (PA), low cardiorespiratory capacity, and high Body Fat percentage (%BF). However, the development of PL in the interest of health improvement has never been studied in overweight and obese adolescents. The objective of this study was to evaluate the impact of an intervention developing PL in overweight and obese adolescents in order to increase their (PA) and improve their health. The study was a prospective, single-arm, non-randomized interventional study. The intervention brings together different actions in PA and dietary education in different adolescent living environments. The study took place over a 9-month period with two data collection times (0; +9 months) and measured Body Mass Index (BMI) and BMI z score, %BF and Skeletal Muscle Mass (%SMM), Moderate-to-Vigorous intensity Physical Activity (MVPA) by accelerometry, CRF, as well as PL by the CAPL-2 tool. Thirteen adolescents (age 11.7 (±1.09) years old) improved their PL scores (+8.3 (±9.3) pts; p ≤ 0.01). BMI z score (-0.3 (±0.3), p ≤ 0.01), their %BF (-3.8 (±4.9); p ≤ 0.01), their CRF (+1.5 (±1.7) mL·min·kg^-1; p ≤ 0.01), and their MVPA (+4.6 (±13.7) min/day; p = 0.36). Initiating multidimensional interventions to develop PL in overweight and obese adolescents may be a promising prospect to enable an increase in their MVPA and improve their long-term health. Longer-term randomized controlled interventional studies are needed to confirm these findings.

Relationship among positive self-esteem, physical literacy, and physical activity in college students: a study of a mediation model

Background

In light of the substantial decline in physical activity during college years, this study aims to examine the relationship between positive self-esteem, physical literacy, and physical activity in order to investigate the mechanisms for improving physical activity in college students and to provide a foundation for future interventions.

Methods

A cross-sectional study design was employed in this study. A total of 5,184 Participants, aged between 17 and 21 years (M = 18.97, SD = 1.10), completed the Positive Version of Rosenberg Self-esteem Scales, Perceived Physical Literacy Instruments, and the International Physical Activity Questionnaires. A mediation model was utilized to explore the associations among the three concepts.

Results

The three regression models were as follows: Physical literacy = 18.03 + 0.98 *Self-esteem, Physical activity = 43.23 + 0.16 *Self-esteem, and Physical activity = 28.18 + 0.11 *Physical literacy. Positive self-esteem, physical literacy, and physical activity were significantly linked with each other. Physical literacy mediated 26.93% of the effect, indicating a partial mediator in the relationship between positive self-esteem and physical activity.

Conclusion

The mediating effect of physical literacy on the relationship between positive self-esteem and physical activity was identified. Our findings support the development of positive self-esteem and physical literacy in college physical education curricula as part of an overall program to address students' physical inactivity at school and in the future. This study provides a new intervention perspective for improving physical inactivity in college students.

Mediation Impact of Physical Literacy and Activity Between Psychological Distress and Life Satisfaction Among College Students During COVID-19 Pandemic

The study aims to examine the mediation effects of physical literacy and physical activity behavior in a relationship between psychological distress and life satisfaction among Chinese college students during the real-life Coronavirus disease pandemic (COVID-19) circumstance. This study implemented a cross-sectional design, and 1,516 participants from 12 universities participated in this study. Structural equation modeling was used to examine a hypothesized model. The findings indicated an acceptable model fit (X ²[61] = 508.2, Comparative Fit Index [CFI] = 0.958, Tucker Lewis Index [TLI] = 0.946, Root Mean Square Error of Approximation [RMSEA] = 0.076, 90% CI [0.070, 0.082], Standardized Root Mean Square Residual [SRMR] = 0.047). The results indicated that college students with low participation in physical activity could experience less than healthy living conditions. The findings offered empirical support to the theory that physical literacy could advance individuals' healthy living by promoting physical activity participation. The study suggested that educational institutions and physical activity programs should cultivate individuals' physical literacy in order to promote lifelong healthy living.

Research on the Relationship between Physical Literacy, Physical Activity and Sedentary Behavior

During the COVID-19 pandemic, college students' health-related physical activity and physical literacy aroused widespread concern. This study evaluated the relationship among physical literacy (PL), sedentary behavior (SB), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA); we further explored whether LAP and SB mediated the association between PL and MVPA.

METHODS

This study was based on a cross-sectional survey of Chinese college students. The Perceived Physical Literacy Instrument Scale (PPLI-SC) and International Physical Activity Questionnaire Short Form (IPAQ-SF) were used to investigate the PL, MVPA, LPA, and SB.

RESULTS

There were 2996 valid questionnaires with 829 boys and 2167 girls. The MVPA, LPA, and PL of boys were significantly higher than girls, while the SB values were significantly lower in girls (p&nbsp;< 0.01). The correlation analysis showed that there was a significant correlation between the two indexes except for SB and LPA. Path analysis shows that PL directly, significantly, and positively affects MVPA. PL reduces SB (β = -0.085, p < 0.001) and increases LPA (β = 0.097, p < 0.001). The total mediation effect accounted for 14.014%, and the mediation effects of SB and LPA accounted for 4.417% and 9.597%, respectively.

CONCLUSIONS

LPA and SB partially mediated the relation between PL and MVPA. SB and LPA partially explain the impact of PL on MVPA. The findings suggest that managing SB and improving LPA could play a significant indirect role in increasing the positive effect of PL on MVPA and that increasing the opportunities for LPA increased the MVPA for Chinese college students.

Cross-sectional associations between adolescents' physical literacy, sport and exercise participation, and wellbeing

Background

Adolescence is a significant period in one's development of positive emotional and social wellbeing. Physical literacy (PL) is considered a determinant of physical health and wellbeing and is thought to be the foundation for an individual's engagement in physical activities. Yet, limited evidence exists on PL's association with adolescents' health and physical activity behavior. This study aims to (1) explore the associations between Danish adolescents' PL and their emotional and social wellbeing, (2) examine whether these associations are mediated by sport and exercise participation (SEP), and (3) consider if the associations differ across sex.

Methods

Cross-sectional data from a national population survey were collected in 2020. The sample consisted of 1,518 Danish adolescents aged 13-15 years. PL was assessed with the validated MyPL questionnaire. The weekly time engaged in sports and exercise was self-reported. Self-esteem, life satisfaction, body satisfaction, and loneliness were measured with items from the standardized HBSC questionnaire, and a wellbeing composite score was calculated from these four measures. We constructed structural equation models with PL and sports and exercise participation as independent variables and the five aspects of wellbeing as dependent variables.

Results

Positive associations were observed between PL and SEP (β = 0.33, p < 0.001) and between PL and the five aspects of wellbeing with β-values between 0.19 and 0.30 (p < 0.001). These associations were greater among girls. The association between PL and four of the five wellbeing outcomes were partly mediated by SEP with indirect effects (β) between 0.03 and 0.05.

Conclusions

Results from this study support the hypotheses that PL is important for children and adolescents' wellbeing and physical activity behavior.

Big Data and Learning Analytics Model for Promoting Physical Literacy in College Students in China

Physical literacy has gained much popularity in educational circles who are working on the improvement of curriculum and overall standard of education. It involves a holistic lifelong comprehensive learning approach that includes movements and physical activities. Overall, it has positive effects on physical, psychological, social, and cognitive health of individuals, so physical literacy exemplifies the dedication to raise a healthier, more active generation. Numerous factors interacting between humanities and social sciences affect the promotion of physical literacy, so such a study will be interdisciplinary which will consider across all social and individual factors. The current research proposes a system dynamic "SD" model to promote students' physical literacy by building a complete causal loop diagram of the model to illustrate the general system. Based on the casual loop diagram, the system is then presented as four subsystems. The model is simulated by allocating 14 different changes of indexes in the physical literacy promotion system to find better allocations for optimal effectiveness in promoting physical literacy. Simulations are carried out by using the Apache Spark architecture utilizing "Big Data" tools for effective, speedy, and reliable analysis and results. The study proposes that different physical literacy indexes in different grades require attention; the optimal promotion of physical literacy can be achieved by increasing the physical knowledge of lower-grade students and increasing the physical attitude of higher-grade students. The model can be used to make decisions about efficient physical literacy management and physical literacy promotion planning.

Associations between previous sport and exercise experience and physical literacy elements among physically inactive Danes

Background

Physical inactivity is recognized as a leading global public health threat. Physical Literacy, a concept describing an individual’s prerequisites to participate in and adhere to physical activities, has been suggested to be a key concept in understanding physical activity in various populations. The aim of this study was to describe the prerequisites for physical activity among inactive adults in terms of their physical literacy and previous experience with sport and exercise and how these are interrelated.

Methods

Sample: 1033 physical inactive Danes. Measures: BREQ-3, ESES, the Levels of knowledge questionnaire and the physical self-confidence scale.

Results

Inactive Danish adult’s physical literacy scores are generally low compared to samples in other studies. Inactive adults with no or little previous experience with sport and exercise had lower levels of competences, self-efficacy and autonomous motivation for exercise and sport than the inactive with more experience. Previous sport and exercise experience was positively associated to the physical and affective domain of PL.

Conclusion

Previous experience with sport and exercise is very important to consider when developing sport and exercise activities for currently inactive adults as individuals with low previous experience have lower competences and autonomous motivation and therefore need lower challenges and other important attention to the motivational climate in order to ensure that the activities are motivating enough to secure continued engagement.

Relationship Among Physical Literacy, Mental Health, and Resilience in College Students

Objectives: The objective of the study is to examine the relationship among physical literacy, mental health, and resilience in college students. Methods: The study is a cross-sectional study. Participants (N = 5,265; 46.6% males) completed perceived physical literacy instruments, mental health continuum short forms, and the 12-item child and youth resilience measures. Mediation models were applied to explore the association among three concepts. Results: Physical literacy, resilience, and mental health were significantly linked with each other. In the mediation model, the direct effect of physical literacy on mental health was 0.49. The indirect effect of physical literacy on mental health through the mediation of resilience was 0.97. The mediating effect of resilience accounts for 66.30% of the total effect, indicating the partial mediating effect of resilience in the relationship between physical literacy and mental health. In more detailed models, resilience was found to mediate the relationship between physical literacy and social and psychological wellbeing, accounting for 61.02% and 56.92% of the total effect, respectively. In addition, resilience acted as full mediator in the relationship between physical literacy and emotional wellbeing (>100%). These findings suggest that physical literacy increases mental health by improving resilience. Conclusions: This is the first time to connect physical literacy with mind factors. The mediating effect of resilience on the relationship between physical literacy and mental health was found. Our findings support the development of physical literacy in universities as part of a holistic approach to supporting the wellbeing and mental health of undergraduates. This study provides a new perspective for the development of large-scale interventions in the health of body and mind in college students.