Physical Literacy Research Articles

Measuring Students’ Level of Physical Literacy and Sports Engagement toward the Development of a Healthy Lifestyle Program

Measuring Students’ Level of Physical Literacy and Sports Engagement toward the Development of a Healthy Lifestyle Program

Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes

ABSTRACT Research Findings: The classroom physical literacy environment is a malleable and domain-specific contributor to children’s emergent literacy acquisition. However, what shapes the physical literacy environment remains unclear. In this study, we drew on a sample of 895 4-year-olds across 223 classrooms from the Professional Development Study and tested the role of classroom age composition in shaping the physical literacy environment. Additionally, we examined the extent to which the physical literacy environment explained the associations between classroom age composition and emergent literacy outcomes. We found that classrooms with a higher proportion of younger children (2- or 3-year-olds) provide less book use, writing materials, and writing around the room. Notably, the lack of writing displayed around the room served as one potential reason why 4-year-olds demonstrate smaller gains in expressive language skills in these classrooms. Practice or Policy: Together, these findings highlight the need for investing in the classroom physical literacy environment to ensure that it meets the needs of all children in mixed-age classrooms.

Parents, Teachers, and Community: A Team Approach to Developing Physical Competence in Children.

Increasing children's physical activity engagement has short- and long-term health benefits. Developing physical competence is a key component of children's engagement in physical activity. The purpose of our study was to assess if a 12-week home, school, and community-based physical literacy intervention improved the physical competence of children in kindergarten and grade one. Four schools were either assigned to receive the intervention (n = 2 schools) or continue with their usual practice (control sites) (n = 2 schools). Physical competence was evaluated pre- and post-intervention in 103 intervention (41 female) and 83 usual practice (36 female) children using PLAY Fun. PLAY Parent and PLAY Coach tools measured parent and teacher perspectives of children's physical competence, respectively. The intervention effect was assessed with repeated measures MANOVA to evaluate change in physical competence, with alpha set at p < 0.05. Children in both groups improved their locomotor, object control, and overall physical competence (p < 0.05) over the 12-week intervention. There was a significant intervention effect for locomotor and overall physical competence (p < 0.05). Interestingly, parents did not perceive these changes in physical competence (p > 0.05). However, teachers perceived improved physical competence for children in the intervention. Our physical literacy intervention improved the physical competence of children in kindergarten and grade one.

Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity

ABSTRACT Research Findings: Early childhood educators’ own disposition has been suggested to contribute to their ability to promote physical literacy (PL) in young children. There is currently limited evidence of educators’ own PL, and studies have not explored how PL relates to teaching knowledge and behaviors in the early childhood education (ECE) context. This current study examined the relationships of teachers’ perceived PL with their self-efficacy and perceived professional competence in relation to promoting physical activities in ECE settings. A total of 338 early childhood educators from Hong Kong responded to an online survey that consisted of the Perceived Physical Literacy Inventory (PPLI), Chinese version of the Teacher Sense of Efficacy Scale (C-TSE(R)), and Teachers’ Professional Competence (TPC) questionnaire. The findings revealed that educators’ perceived PL is moderately associated with self-efficacy and professional competence when conducting physical activities in ECE contexts. The PL attributes of self-expression and communication, and knowledge and understanding were significant predictors of educators’ self-efficacy in classroom management and teaching strategies, as well as their professional knowledge and attitudes. Practice or Policy: The findings suggest that ECE teachers’ training should consider aspects of their own PL to enable their self-efficacy and perceived competence for conducting physical activities in ECE settings and thereby promote the PL of young children.

Papuan Volleyball Athlete's Physical Movement Literacy Performance

The background of this research is the unknown level of physical condition of the volleyball athletes for the Papua team. This study aims to find out how good the physical condition level of the Papua volleyball athletes will be as candidates for the Papuan team. This research is a quantitative descriptive research, the data collection technique used is using a physical test. The sample in this study were young elite volleyball athletes. The data analysis technique used is descriptive statistics in the form of percentages. Based on the data on the overall results of tests on the physical condition of volleyball athletes from 37 male respondents, there were 7 people (19.44%) in the very good classification, 9 people good (25.82%), 10 people in the sufficient category (29.10). %), the unfavorable category is 5 people (12.89%), and 5 people are included in the very unfavorable category (12.89%). This physical condition can describe the actual physical condition of volleyball athletes who will be candidates for the Papuan team. These results describe several components that can influence it, including: speed, flexibility, strength, explosive power, agility, and endurance. Therefore, if there is research related to this study, it is advisable to update the applied method of instrument application as needed in the field.

Beden Okuryazarlığı Fiziksel Aktivite Davranışı ve Ders Dışı Sportif Etkinlikler Arasındaki İlişki

Araştırmanın amacı, ergenlerin beden okuryazarlığı fiziksel aktivite davranışı ve ders dışı sportif etkinlikler arasındaki ilişkiye yönelik görüşlerini incelemektir. Nicel araştırma yaklaşımlarından betimsel tarama deseniyle araştırma kurgulanmıştır. Araştırma, 2022 yılında Trabzon il merkezindeki ortaokul ve liselerde öğrenim gören öğrenciler ve farklı spor kulüplerinde spor yapan yaşları 12 ila 18 arasında değişen 103’ü (%37.3) kadın, 173’ü (62.7)erkek toplam 276 katılımcı dahil edilmiştir. Araştırmada Yılmaz ve Kabak’ın (2021) Türkçe’ye uyarlamasını yaptıkları “Ergenler için algılanan beden okuryazarlığı ölçeği”, Yılmaz ve Güven’in (2018) geliştirdiği “Ders dışı sportif etkinliklere yönelik öğrenci tutum ölçeği” ve Eskiler ve ark., (2016) tarafından Türkçe’ye uyarlaması yapılan “Bilişsel davranışçı fiziksel aktivite ölçeği” kullanılmıştır. Veri analizinde; betimsel istatistik, Independent simples t test, One-Way ANOVA, korelasyon analizi ve çoklu regresyon analizi yapılmıştır. Araştırmada katılımcılarım beden okuryazarlıkları, ders dışı sportif etkinliklere yönelik tutum ve fiziksel aktivite davranış düzeylerinin yüksek olduğu ve spor yapan katılımcıların bu özelliklere sahip olma durumlarının spor yapmayanlara göre daha yüksek olduğu tespit edilmiştir. Ders dışı sportif etkinlik ile spor yılı arasında ise pozitif yönde düşük düzeyde anlamlı ilişki olduğu belirlenmiştir. Spor branşına göre bu üç özellik açısından anlamlı farklılık olduğu tespit edilmiştir. Ayrıca fiziksel aktivite ile beden okuryazarlığı ve beden okuryazarlığı arasında pozitif yönde yüksek düzeyde anlamlı ilişki elde edilmiştir. Beden okuryazarlığı ve fiziksel aktivite davranışı birlikte ders dışı sportif etkinliklere yönelik tutumu %44 oranında açıklamaktadır. Sonuç olarak katılımcıların ders dışı sportif etkinliklere katılımını ve tutumunu olumlu yönde etkileyebilmek için fiziksel aktivite davranışı ve beden okuryazarlığı kazanımlarını sağlamak önemlidir.

Why is group physical activity better? Empirical Evidence from Indonesian Islamic Primary Students

This study aims to generate correlational-predictive knowledge for active participation in voluntary sports of Madrasah Ibtidaiyah (Islamic Primary School) students in Indonesia. This secondary study utilizes one of the newest collections of big data at the Center for Physical Literacy and Sports Education Studies, Postgraduate School of IKIP Budi Utomo. Of the 6,576 respondents to the sports culture survey for Indonesian students, 335 of them were Madrasah Ibtidaiyah students. From the proposed causal model, personal awareness, group norms, social support, and active participation in voluntary sports were selected for further analysis. The path analysis strategy found that the direct contribution of personal awareness to active sports participation was insignificant (0.020). The contribution of personal awareness indirectly, through social support (0.022), with a significant total effect (0.042). The findings of this study support the proposition about the importance of group norms and social support in improving voluntary sports for madrasah students.

Analysis of the framework for realizing core literacy in teaching physical education and health curriculum based on the ordinary differential error approximation method

Abstract The key to implementing the fundamental task of establishing moral education is how the abstract and broad physical education and health curriculum core literacy is translated into concrete and visible physical education and health subject curriculum and teaching practice. This paper firstly explains the framework for the realization of core literacy in PE and health curriculum in teaching and learning, specifically from three perspectives: context, health behavior, and physical virtue. Secondly, the abstract core literacy of physical education and health curriculum is transformed into a side problem of ordinary differential equation with unknown parameter initial values by using the method of ordinary differential error approximation, which can obtain the parametric expressions of the approximation of function values at the nodes and realize the concretization. The experimental results show that there is a significant difference between the core literacy of physical education and health curriculum based on the ordinary differential error approximation method before and after the application of the core literacy in teaching, in which the comprehensive improvement of motor ability is 23.7%, the comprehensive improvement of health behavior is 19.2%, and the comprehensive improvement of physical morality is 26.6%. This paper successfully visualized the core literacy issues of physical education and health curriculum based on the ordinary differential error approximation method, which provided a reference for physical education teaching, improved the professional competence and quality of school physical education teachers, and formed the characteristics of school physical education and health curriculum.

Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol.

Research has shown that physical activity programs led to improvements in children with Attention Deficit Hyperactivity Disorder (ADHD). However, no study evaluating the impact of a physical literacy (PL) program has been conducted. This study aims to examine PL and the effects of an after-school PL program on Health-related quality of life (HRQoL) and ADHD symptomatology including quality and sustained attention. A parallel-group randomised controlled trial will be conducted assessing PL, HRQoL and ADHD symptomatology, both at the beginning and the end of the PL after-school program implementation. The program will last 4 weeks, including two sessions per week lasting 55 min. Sessions will be divided into several parts: greeting (5 min), block I (20 min), block II (20 min) and relaxation and feedback (10 min). Block I will focus on the acquisition of content that contributes to the development of the domains of knowledge and understanding and daily activity; and block II, in addition to favouring physical competence, will seek to improve motivation. If this program proves its effectiveness, it could be an alternative to be included in educational systems, representing a scientific breakthrough regarding physical activity adherence and inactivity-related disease prevention, HRQoL and management of ADHD-associated symptomatology.

A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Protocol.

Physical literacy is crucial for children's appropriate development and physical, social and mental health. In a school setting, class-based physical activity (PA) interventions are considered to be appropriate programs to foster PA participation and cognitive development. The purpose of this project, named the Active Learning in PHYsical Literacy (ALPHYL) study, was to describe a multicomponent classroom-based physically-active learning randomised control trial (RCT) in primary school children. The main purpose was to promote children's physical literacy, academic achievement and cognitive function. The ALPHYL study is mainly based on physical literacy, active school models and the Supportive, Active, Autonomous, Fair and Enjoyable principles. The ALPHYL is an 8-10-week RCT to be conducted in six primary schools (12 classes) in Valencia (Spain) and its metropolitan area. Schools will be randomly assigned to the intervention or waiting-list control group. After a 30 h in-person training course for teachers and weekly meetings in the three months of resource preparation, the ALPHYL intervention will be conducted in physical education (PE) and non-PE lessons by teachers. The intervention consists of at least three daily sessions of physically active learning in addition to model-based PE teaching. Its feasibility will be evaluated weekly according to the Reach, Effectiveness, Adoption, Implementation and Maintenance framework. To assess its effectiveness, a pre-test, post-test and retention (8-10 weeks post-intervention) with primary outcomes (i.e., PA level, motor competence, perceived motor competence and PL, motivation, perceived social support, academic achievement and cognitive function), secondary outcomes and covariates will be collected.

피지컬 리터러시 내 동기 및 자신감 영역 척도에 관한 타당성

Objectives The purpose of this study was to verify the validity of the Korean CAPL-2 questionnaire scale, which translates the Canadian Assessment of Physical Literacy-Second Edition questionnaire for measuring the motivation and confidence domain within Physical Literacy.&#x0D; Methods The subjects consisted of 163 students (male : 91 and female : 72) from the 3rd to 6th grade at a public elementary school located in D city of Korea. The Korean CAPL-2 psychological measurement questionnaire scale was completed through translation, reverse translation, and content review by expert groups, and data were collected using the Korean CAPL-2 questionnaire scale. For data analysis, exploratory factor analysis, confirmatory factor analysis, and construct validity analysis were performed, using SPSS 26 and AMOS 27 statistical program.&#x0D; Results The results showed that first, the range of the total score of the study participants was 10.6 to 30.0, and the average value was 23.60 points. The skewness (-0.59) and kurtosis (0.03) values showed a normal distribution closed to 0, and the correlation range between the four sub-factors was between .468 and .650. Second, confirmatory factor analysis results for the Korean CAPL-2 questionnaire scale chi-square(χ2)/df 1.543, RMSEA .058, RMR .012, GFI .929, IFI .976, TLI .967, and CFI .976, all of which were found to meet the discrimination criteria. Third, as a result of the construct validity analysis of the Korean CAPL-2 questionnaire scale, it was found that both the criteria for determining concentrated validity and discriminant validity were satisfied.&#x0D; Conclusions Based on the results of this study, the Korean CAPL-2 questionnaire scale is expected to be used as a useful tool for understanding the level of motivation and confidence within physical literacy of elementary school students in Korea.

Discussion on the Cultivation of the Core Quality of Middle School Students’ Physical Education in Primary School Physical Education Teaching

In the context of quality education, a wider exploration of physical education has been carried out, but at the same time higher requirements have been put forward for school sports courses. It is essential to pay attention to the teaching and training of physical knowledge and skills in physical education training as well as cultivate the core physical literacy of primary school students. The core quality of physical education is the main part of the basic quality of primary and middle school students, which is of great significance to their learning and development. This article will explore the training methods of primary and middle school students’ basic quality in school physical education courses for reference.

Are Malaysians Exercising? A Psychometric Analysis of Their Physical Activity Habits, Physical Literacy and Exercise Participation Rates among Adults with and without Disability.

Physical activity levels of adults worldwide have reported a rising trend in sedentarism. This study's main objective is to analyze and understand the current tendency in this field and in physical literacy among Malaysian adults in order to improve physical performance. The sample from which the data were collected corresponded to 352 Malaysian participants (N = 176 non-disabled, N = 176 physical disability) using The Physical Activity Scale for Individuals with Physical Disabilities questionnaire. Four factors were extracted, consisting of leisure activities, home maintenance, household chores, and career. The group with physical disability reported higher physical activity levels (14.30 MET h/day) compared to non-disabled (12.77 MET h/day), performing higher in leisure activities and light exercise. The compliance rate to health-beneficial exercise was 12.8% and was significantly higher among those with physical disability. Self-reported physical activity level correlated moderately well to overall MET performed p < 0.000, (r = 0.57). Only 2.8% of the respondents were aware of the recommendations outlined by health guidelines. The results indicated that the population surveyed was moderately active but had low compliance to exercise habits as recommended by international health guidelines. Non-participation in prescribed exercises was linked to higher education, urban dwellers, and higher income. The study also highlighted very low physical literacy among respondents in health recommended exercise guidelines.

The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective.

With the rapid and widespread uptake of physical literacy (PL), there is potential for instructors to devalue participation of children who experience disability. The aim of the investigation was to understand how instructors who facilitate physical activity for children experiencing disability make sense of PL, and more specifically, how these instructors bring meaning to PL. Using interpretive phenomenological analysis, six instructors engaged in individual, semi-structured interviews. The study rationale was underpinned by the conceptual framework of ecological systems theory, which provided a foundation for the research, guided the structure of the interview guide, and facilitated a reflexive interpretation of the findings. Four themes were generated: Recognizing unique embodiments, The importance of context, Beyond physical competence, and Navigating PL's dominant discourse. The instructors' meaning of PL, impacted by relational and environmental influences, reflected the importance of movement skill development, while also embracing diverse embodiment and pedagogical flexibility by giving value to exploratory play, partial participation, family involvement, and willingness to abandon rigid lessons plans.

P31-059-23 Improving Nutrition and Physical Literacy in Adolescents

P31-059-23 Improving Nutrition and Physical Literacy in Adolescents

Does Physical Activity Mediate the Associations between Physical Literacy and Mental Health during the COVID-19 Post-Quarantine Era among Adolescents in Cyprus?

Despite its importance, physical literacy has received scant scholarly attention, notwithstanding the obvious link between physical activity and health promotion (including but not limited to mental health). The purpose of this study was threefold: first, to explore the self-perceived physical literacy, the self-reported physical activity, and the mental health status of adolescents who study in secondary education schools in Cyprus and the potential association of those variables; second, to explore any potential statistically significant gender differences across the variables under examination; and third, to explore whether there is a mediating role of physical activity in the relationship between adolescent Cypriots’ physical literacy and their mental health in the post-quarantine period. A total of 285 students, aged 13–18, from regular middle and high schools in Cyprus participated in this study. Physical literacy was measured using the Perceived Physical Literacy Instrument (PPLI). The Depression, Anxiety, and Stress Scale-21 (DASS-21) was utilized to measure mental health status. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A). Independent sample t-tests were computed to analyze gender differences. The Pearson correlation test was used to compute bidirectional associations between research variables. Structural equation modeling was used to assess structural associations between research variables. The findings revealed statistically significant differences among boys and girls on depression (p = 0.0032), anxiety (p = 0.008), and stress levels (p = 0.003). Statistically significant and negative correlations had been found among PL and depression, anxiety, and stress levels (all p &lt; 0.001), while PL was significantly and positively associated with physical activity (p &lt; 0.001). Despite having only indirect effects on mental health (b = 0.51, T = −10.11, p &lt; 0.001), physical literacy was found to have substantial direct effects on physical activity levels (b = 0.46, T = 8.66, p &lt; 0.001). In addition, physical activity has significant indirect effects on mental health (b = 0.19, T = 5.48, p &lt; 0.001). In summary, physical activity has significantly mediated the associations between physical literacy and mental health. Given these findings, it is important to put strategies in place to build up physical literacy and increase physical activity among Cypriot adolescents.

Physical Literacy for Communities (PL4C): physical literacy, physical activity and associations with wellbeing

BackgroundPhysical literacy (PL) is considered an important determinant of children's physical activity through which health benefits may be derived. The purpose of this study is to describe a sample of Canadian children’s baseline levels of PL and movement behaviors, and explore whether the associations between PL and their mental wellbeing, if any, are mediated by moderate-to-vigorous physical activity (MVPA).MethodsAll grade two children in 14 elementary schools in the West Vancouver School District, Canada were invited to participate in a two-year longitudinal project. PL was assessed through PLAYfun and PLAYself tools. Physical activity was measured by wrist-worn accelerometers (GT3X + BT) for seven days. Children's mental well-being was assessed using the Strengths and Difficulties Questionnaire (SDQ). A score of total difficulties was aggregated for internalizing and externalizing problems.ResultsA total of 355 children aged 7–9 (183 boys, 166 girls, 6 non-binary) participated with 258 children providing valid accelerometer data. Children exhibited an average of 111.1 min of MVPA per day, with 97.3% meeting the physical activity guidelines. Approximately 43% (108/250) of participants were meeting the Canadian 24-h movement guidelines. Children were at an ‘emerging’ level of overall physical competence (45.8 ± 5.6) and reported a mean score of 68.9 (SD = 12.3) for self-perceived PL, with no significant differences between boys and girls. PL was significantly associated with MVPA (r = .27) and all SDQ variables (rs = -.26—.13) except for externalizing problems. Mediation analyses showed PL was negatively associated with internalizing problems and total difficulties when the association with MVPA was considered. However, the mediating role of MVPA was found only between PL and internalizing problems, β = -.06, 95%CI [-.12, -.01].ConclusionsAlthough most of our sample was physically active and showed higher adherence to 24-H movement guidelines than comparable population data, the motor competence and self-perceived PL of our sample were similar to those of previous studies. PL has an independent association with children’s internalizing problems and total difficulties. Ongoing assessment will investigate the relationships between PL and children’s mental health from a longitudinal perspective.

Portuguese Physical Literacy Assessment for adolescents (15-18 years): validation using confirmatory factor and composite analyses.

The aim of this study was to assess the construct validity and reliability of the Portuguese Physical Literacy Assessment (PPLA) instruments (a questionnaire and a tool using teacher-reported data). We also investigated the conceptual and practical implications of reflective vs. formative measurement of Physical Literacy using the PPLA. Multiple Confirmatory Factor Analysis (CFA) and Confirmatory Composite Analysis (CCA) models were used complementarily to assess construct validity in a sample of 521 grade 10-12 Portuguese students from Lisbon, Portugal. Bifactor model-based indices (ω), Explained Common Variance (ECV), and Percentage of Uncontaminated Correlations (PUC) were used to assess score reliability and adequacy. Using CFA, an asymmetrical bifactor model (S*1-1) provided the best fit to the data [Robust Comparative Fit Index = 97, Robust Root Mean Square Error Of Approximation = 0.05 (0.04-0.06), Standardized Root Mean Square Residual (SRMR) = 0.04], while CCA resulted in the best absolute fit for single first-order composite models (dG, dL, and SRMR below or borderline of their 95% critical value). Through a reflective paradigm, the total PL score should not be used in isolation (ECV = 0.49, ωH = 0.71, lower than recommended 0.80). Subscales for the Physical, Psychological, and Social domains attained acceptable reliability scores (ωs = 0.76, 0.82, 0.80, and 0.60). A general trait of PL accounts for considerable variance in all indicators. We advise calculation of a total summed PL score and domain scores, which should be interpreted conjointly in applied settings. Despite both paradigms being tenable, future research efforts should use a bifactor measurement model, which permits disentanglement of the variance attributed to the general PL trait and its domains. Overall, evidence supported the construct validity and reliability of the PPLA for its intended use as an integrated tool to measure PL as a multidimensional construct in 15- to 18-year-old Portuguese students in a physical education setting.

ASSESSMENT OF PHYSICAL LITERACY OF SCHOOL-AGE CHILDREN: BASIC APPROACHES AND TOOLS

The concept of literacy has changed at different stages of society. With the increase of cultural demands of society, nowadays, this concept is polymorphic, complex in structure, and dynamic in terms of development, given the constant refinements that consider today's challenges and demands. The study aimed to analyze the approaches and tools/techniques developed on their basis, which allow us to assess school-age children's physical literacy holistically. Well-known tools for assessing the physical literacy of schoolchildren were considered and analyzed: PHE Canada – Passport for Life, PLAY (Canadian Sport for Life – Physical Literacy Assessment for Youth Tools), 60 Min Kids Club Fundamental Movement Skills Assessment Tool, Canadian Assessment of Physical Literacy (CAPL). It was shown that the Passport for Life involves assessing the literacy of children of both primary and secondary school age in four components – active participation, life skills, physical fitness, and motor skills. The tool PLAY involves assessing motor skills, level of knowledge and skills, physical competence, and confidence of the respondent; during pedagogical testing, it is recommended to use the following exercises: running, jumping, throwing the ball, exercises with the ball, walking on the line. The possibilities of the tool in taking into account the age, level of physical fitness, and state of health of the participant were shown. The structure and modifications of the CAPL methodology, the possibilities of the tool for obtaining a comprehensive assessment of physical literacy, and separate data characterizing the level of physical fitness, motor behavior, behavioral aspects of motor activity, psychosocial and cognitive factors were considered. It was established that each of these tools was designed for school-age people, taking into account the level of physical activity or physical fitness of the child and the level of knowledge and behavior in different environments. Such a comprehensive assessment of the level of physical literacy provides an understanding of the factors that hinder or increase physical activity.

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

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