Abstract
Introduction: Few studies have examined the association between the individual-, family-, and school-level ecological correlates and physical fitness among Chinese children and adolescents, which is the purpose of the present study.Methods: A total of 157,168 children and adolescents, 10-18 years of age, with physical fitness data in 2014, participated in the study. Physical fitness was assessed, using six tests: forced vital capacity, standing long jump, sit and reach, body muscle strength, 50-m dash, and endurance running. Scores were aggregated to form a summary physical fitness indicator (PFI), which was then classified into five levels: low, low-middle, middle, middle-high, and high. Each option of individual-, family-, and school-level measures were constructed into a positive or negative correlate of physical fitness and then accumulated as a composite ecological score.Results: Among the 20 individual-, family-, and school-level correlates, 18 were found to be significantly associated with PFI, with high PFI levels being correlated with the positive group of correlates and low PFI levels correlated with the negative group of correlates (p < 0.05). High scores of ecological correlates were associated with a high level of PFI [adjusted odds ratio (OR) = 1.06, 95% CI: 1.06, 1.07)] whereas low scores were associated with a low level of PFI (OR = 0.95, 95% CI:0.95, 0.95). The ecological correlates at the individual, school- and family-levels were shown to be significantly related to high PFI among Chinese children and adolescents aged 10-18 years with different ORs of 5.97 (95% CI: 5.51, 6.47), 3.94 (3.66, 4.24), and 1.25 (1.19, 1.31). The PAR% of 20 cumulative factors effects due to the negative and positive responses for low PFI levels were 35.9 and 16.1%, and, for high PFI levels, were 15.3 and 24.1%, among Chinese children and adolescents, respectively. Compared with the correlates at family and school levels, the correlates at individual levels had the largest PAR%.Conclusion: Individual-, family-, and school-multilevel factors had a significant cumulative association with either improving or worsening aspects of physical fitness. Individual level factors remain at the core of physical fitness improvement. Comprehensive policies and measures are urgently needed to enhance the physical fitness of Chinese children and adolescents through involving further individual and environmental factors.
Highlights
Few studies have examined the association between the individual, family, and school-level ecological correlates and physical fitness among Chinese children and adolescents, which is the purpose of the present study
The two items that reflected individual homework time and daily experience at school physical education (PE) showed no correlation with physical fitness indicator (PFI)
The odds ratios (ORs) estimates from the logistic regression analyses provided further support for this pattern, showing that positive responses of each correlate were more likely to be associated with children and adolescents who achieved high and middle-high PFI (Supplementary Table 3)
Summary
Few studies have examined the association between the individual-, family-, and school-level ecological correlates and physical fitness among Chinese children and adolescents, which is the purpose of the present study. Consistent with the evidence shown in other countries, there are many salient factors across individual, family, and school levels that may have contributed to the deterioration of physical fitness in Chinese children and adolescents. Sedentary behaviors, smoking, unhealthy dietary patterns, increased body weight, and lack of sufficient physical activity (PA) lead to low levels of physical fitness in children and adolescents. Studies of correlates of physical fitness have shown a positive association between family support factors (e.g., parental support, encouragement, accompaniment, financial support of PA of children) and increased levels of participation in PA among children and youth [15,16,17]. Environmental features in school settings, such as availability and accessibility of sports facilities, the intensity of the physical education (PE) curriculum, or the academic burden, have been shown to either facilitate or impede PA or physical fitness in children and adolescents [18, 19]
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