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

Author

Listed:
  • Wenjing Yan

    (Key Laboratory of the Ministry of Education of Exercise and Physical Fitness, School of Sport Science, Beijing Sport University, Beijing 100084, China
    School of Physical Education, Shanxi Normal University, Taiyuan 030000, China)

  • Yihan Meng

    (Key Laboratory of the Ministry of Education of Exercise and Physical Fitness, School of Sport Science, Beijing Sport University, Beijing 100084, China)

  • Lina Wang

    (Key Laboratory of the Ministry of Education of Exercise and Physical Fitness, School of Sport Science, Beijing Sport University, Beijing 100084, China)

  • Ting Zhang

    (Key Laboratory of the Ministry of Education of Exercise and Physical Fitness, School of Sport Science, Beijing Sport University, Beijing 100084, China)

  • Leqin Chen

    (School of Physical Education, Shanxi Normal University, Taiyuan 030000, China)

  • Hongjuan Li

    (Key Laboratory of the Ministry of Education of Exercise and Physical Fitness, School of Sport Science, Beijing Sport University, Beijing 100084, China)

Abstract

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 < 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.

Suggested Citation

  • Wenjing Yan & Yihan Meng & Lina Wang & Ting Zhang & Leqin Chen & Hongjuan Li, 2022. "Research on the Relationship between Physical Literacy, Physical Activity and Sedentary Behavior," IJERPH, MDPI, vol. 19(24), pages 1-10, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16455-:d:997076
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    References listed on IDEAS

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    1. Daniel Reyes-Molina & Jesús Alonso-Cabrera & Gabriela Nazar & Maria Antonia Parra-Rizo & Rafael Zapata-Lamana & Cristian Sanhueza-Campos & Igor Cigarroa, 2022. "Association between the Physical Activity Behavioral Profile and Sedentary Time with Subjective Well-Being and Mental Health in Chilean University Students during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(4), pages 1-15, February.
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    3. Rui-Si Ma & Raymond Kim-Wai Sum & Ming-Hui Li & Yan Huang & Xue-Liang Niu, 2020. "Association between Physical Literacy and Physical Activity: A Multilevel Analysis Study among Chinese Undergraduates," IJERPH, MDPI, vol. 17(21), pages 1-12, October.
    4. Matthew Y. W. Kwan & Jeffrey D. Graham & Cierra Healey & Natalie Paolucci & Denver M. Brown, 2020. "Stopping the Drop: Examining the Impact of a Pilot Physical Literacy-Based Intervention Program on Physical Activity Behaviours and Fitness during the Transition into University," IJERPH, MDPI, vol. 17(16), pages 1-12, August.
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