The relationship between perceived quality physical education and 7-day physical activity among secondary school students in China: the mediating role of exercise self-efficacy.

backgroundThe United Nations Educational, Scientific and Cultural Organization has highlighted that quality physical education (QPE) can lead to a more active lifestyle for adolescents. However, previous studies have not explored the relationship between students' perceptions of QPE and physical activity (PA). According to Bandura's social cognitive theory, self-efficacy plays a crucial role in influencing behaviour, including PA engagement. Therefore, this study aimed to investigate the relationship between students' QPE perception and 7-day PA among Chinese secondary school students, with a focus on analysing the potential mediating role of exercise self-efficacy (ESE) between these two factors.

methodsThis study employed a cross-sectional design. Adolescents (N = 2,349) from 10 secondary schools in China participated in this study through providing self-reports. The dependent variables included students' perceptions of QPE measured across 10 dimensions. ESE was considered as the mediator, reflecting psychological functioning. 7-day PA served as the outcome variable. All multiple regression models were adjusted for covariates including sex, age, ethnic background, and school location.

resultsSignificant differences were observed across sex, ethnicity, and school location in the ten dimensions of QPE perception, ESE, and 7-day PA. All 10 QPE dimensions were positively associated with PA (r = 0.285 to 0.476, p < 0.001), with the strongest associations observed for family and community sports resources. Mediation analyses showed that ESE mediated the association between each QPE dimension and PA: the standardized indirect effects ranged from β = 0.095 to 0.158 and exceeded the corresponding direct effects in every model; the proportion mediated ranged from 52.20% to 80.12%.

conclusionsTeachers and policymakers should design activities that cater to female students' interests and needs, enhance their self-efficacy, and encourage their active participation in PA. Ensuring equitable access to resources and opportunities for physical education and PA is also crucial. Interventions promoting PA should adopt a collaborative approach that integrates the efforts of families, schools, and communities. Moreover, rather than focusing solely on increasing PA, interventions should prioritise strengthening ESE for long-term success. Future studies should focus on longitudinal designs and expand the sample size to enhance the generalisability of the findings.