1. Introduction
Regular physical activity (PA) can produce a series of health benefits and reduce the disease incidence rate and mortality [
1]. A lack of PA endangers mental health and reduces quality of life [
2]. The 2020 WHO guidelines recommended that adults should have 150–300 min of moderate intensity physical activity, or 75–150 min of high-intensity physical activity (or the equivalent combination of moderate intensity and high-intensity aerobic physical activity) every week [
3]. Versus the total weekly MVPA accumulation, the frequency of moderate-to-vigorous physical activity (MVPA) is more important for health promotion [
4]. The health benefits of light physical activity (LPA) are similar to MVPA and indicate better physical health and performance. This insight suggests that LPA and MVPA are equally important. With increasing sedentary behavior (SB), college students’ stress, anxiety, and depression have increased significantly [
5,
6]. The COVID-19 pandemic has led to a significant increase in SB and a significant decrease in the PA level of college students [
7,
8]. Students have not participated in PA to offset the increase in SB [
9]. Concurrently, obesity has become a major public health problem in China. The prevalence of overweight and obesity has increased rapidly in the past 40 years. More than 34.3% of adults are overweight, with an obesity rate of 16.4% [
10]. However, college students’ dietary patterns, physical activity, as well as sedentary and other unhealthy lifestyle behaviors have coexisted and interacted with each other, thus increasing the risk of being overweight and obese, and being obese leads to a further decline in physical activity level [
11]. There is also a general lack of awareness about obesity among college students, which increases the risk of obesity [
12]. Clearly, a lack of exercise and obesity are major public health challenges.
Higher education is a very important stage in an individual’s life in China. The individual’s education mode has changed from compulsory physical education in junior and middle school to a more independent adult physical lifestyle. The stage of higher education is a period when students’ physical activity level changes significantly [
13]. Short-term health interventions have had a positive impact on a variety of health behaviors among college students [
14]. Recently, many countries have begun to develop intervention models based on physical literacy to improve physical activity and health [
15]. Physical literacy (PL) refers to the ability to be competent and confident in various sports activities across a variety of environments, and is conducive to the healthy development of the whole person, including emotion, body, and cognition [
16]. PL is a multi-disciplinary and comprehensive concept. It is a prerequisite for individuals to participate in and adhere to sports activities throughout their life, and lays a foundation for individuals’ ability and tendency to engage in lifelong physical activities [
17]. PL can improve the quality and quantity of participation in sport and physical activity throughout life [
18]. It is also necessary to develop a physically literate population, who meaningfully engage in play and physical activity throughout the development of functional movement skills in enriched environments. PL and PA levels were significantly related [
19]. People who are physically inactive generally had lower PL scores [
20]. Many studies have discussed the extension and application of PL in the area of cross-sectional study [
15,
21]. These studies show that the attributes of PL are concentrated mainly in motivation, physical competency and knowledge [
21]. Physical literacy is also an important factor affecting physical activities [
19]. However, our understanding of the relationship between PL, MVPA, LPA and SB are limited, and we are unaware of relevant prior research. Thus, our goal here was to explore the relationship between PL and MVPA, LPA, and SB. We further provide a theoretical reference for formulating more effective health interventions and obesity-intervention measures. This study consists of two parts: (1) investigating the status of PL and MVPA, LPA, and SB of college students using a survey; (2) exploring the relationship between PL, MVPA, LPA, and SB.
4. Discussion
To the best of our knowledge, this is the first study where LPA and SB were parallel multiple mediators of the relationship between PL and MVPA among Chinese university students. The results showed that there was a significant correlation between the other indexes except SB and LPA. PL significantly and positively affects MVPA, similar to previous results [
19,
20]. We found that LPA and SB partially mediated the relationship between PL and MVPA. The SB and LPA terms could partially explain the impact of PL on MVPA. Part of the impact of PL on MVPA was direct, and the other part was realized by influencing SB and LPA. Our research underscores the fact that subjects needed not only to improve their PL but also to manage SB and increase LPA in the measures to promote active MVPA. We also found that boys’ PL, MVPA and LPA were significantly higher than girls’; boys’ SB was significantly lower than girls’. Boys’ MVPA and LPA had greater variability, while girls’ SB and PL had greater variability.
A growing number of countries use the theory of physical literacy to improve physical activity. The college education stage is an important time period for students to accept basic knowledge of PL and actively participate in physical activities. PL-based interventions could effectively reduce the PA decline observed in college students during the first year of school, while also helping to maintain students’ physical health [
23]. The Ministry of Education of China requires Chinese colleges to provide no less than 144 h of compulsory physical education courses for freshmen and sophomores. Physical literacy came from the field of sports and emphasizes the importance of forming a lifelong exercise habit. Cairney et al. [
24] proposed PL-based intervention as a framework model for improving PA and physical health. They positioned both PA and PL as models of health determinants and conducted empirical research and discussion. Miller et al. [
25] conducted a mixed physical literacy intervention in Hong Kong students via a “standing and moving” randomized controlled trial with protocol and baseline characteristics. The results showed that the classroom interventions improved children’s health behaviors and were supported by school stakeholders and children’s families (i.e., parents). Celeste et al. [
26] reported that participation in purposeful, social, and diversified activities, understanding age-related changes; and being able to actively adapt to changes were the foundations of becoming adults with good physical fitness. The stage of higher education was the last chance for students to accept the basic knowledge of PL and have a positive attitude towards sports activities. The comprehensive school physical activity plan currently implemented in the United States is based on physical literacy [
27]. The purpose of the program was to enable students to acquire knowledge and skills related to the formation of physical literacy, enhance students’ willingness and motivation to participate in physical exercise, and cultivate students to form the habit of lifelong exercise. The environmental context in which PL projects were implemented is important—interventions to develop PL could only be effective in an interesting and enjoyable environment. If individuals felt unhappy, then it would be difficult for them to gain the confidence and motivation to participate in sports activities [
24].
Therefore, intervention measures in such a special period of higher education is critical. Such interventions might lead to an active and healthy lifestyle during participation and could assist in the transition from high school to college. Our results showed that PL-based physical activity is very important to improve students’ health. PL provides a new framework for physical activity and health-promotion interventions that consider life-long physical activity engagement strategies across the lifespan.
There were differences in MVPA and PL among different levels of obesity, but no difference in SB. MVPA levels in the normal weight group were higher than in the overweight and obese group, but there was no significant difference. Similar results were obtained in Denmark [
20], Spain [
28] and Canada [
29]. Relevant studies have found that obese children have fewer daily activities related to physical activity than non-obese children [
30]. Studies have shown that the fear of exercise due to pain in obese people may limit their participation in health-promotion behaviors, thus resulting in lower levels of physical activity [
31]. Studies have investigated the role of different sources of social support in the relationship between BMI and PA and found that family support and teacher support moderate on PA in overweight and obese adolescents. Peer support, relationships with peers, and social support can help adolescents proactively obtain more PA, especially obese adolescents [
32]. We found that obese and underweight students had lower levels of physical activity. The PL of overweight and obese students is also significantly lower than normal weight students. Studies have found that psychological stress is related to the lower enjoyment of physical activities among overweight or obese adolescents [
33]. The PL scores of obese children were significantly lower than normal weight children. Body composition variables were negatively correlated with PL (r from −0.223 to −0.507) [
28]. Caldwell and colleagues [
34] reported a negative association between body fat percentage and PL, health-related quality of life, and blood pressure using adolescent Physical Literacy Assessment (PLAY). The sports barriers of the young people after 16 years old came from the traditional physical education curriculum giving priority to sporting ability [
35]. Therefore, a shift toward inclusive pedagogical models with an emphasis on a holistic approach might best promote the physical literacy necessary for the competence and confidence to continue movement in a lifelong capacity. Youth physical education is more important. If you did not want to go to college due to being overweight, you must start as soon as possible.
Little research has been conducted on the lifestyle and physiology of underweight people, the correlation between metabolism and weight loss, and genetics. Some studies report that high physical activity levels or a lack of exercise are associated with thermogenesis [
36]. Others found that underweight people had more SB and less MVPA, leading to their lower overall PA. [
37] Asian adolescents with lower BMI also had lower MVPA than adolescents with normal BMI [
38]. The results of this study found that the MVPA of underweight people was significantly lower than that of normal and obese people with a higher SB. There were a few factors that affected the physical activity level of underweight people, and these should be further explored.
Studies have shown that the health benefits produced by LPA were similar to MVPA and were related to indicators of physical health [
39], thus indicating that LPA and MVPA were equally important. Versus short-term MVPA, LPA maintained for a long time throughout the day is more beneficial to reduce inflammation and improve insulin resistance [
40]. Some studies have found that replacing sedentary behavior with mild physical activity helped to maintain the cognitive function of elderly men. The results highlight the importance of behavior change in promoting cognition [
41]. Participants met the recommendations of the daily MVPA, but they still had a high SB daily behavior pattern. In this case, LPA is an effective alternative to reduce SB and improve the health indicators of the population [
42]. These studies support the selection of an appropriate, targeted and more feasible health promotion approach to achieve beneficial lifestyle changes. Increasing LPA may also be a potential lifestyle intervention to improve health [
43]. The 2020 WHO guidelines reaffirmed messages that some physical activity is better than none. More physical activity is better for optimal health outcomes and provides a new recommendation on reducing sedentary behavior [
3]. The findings contributed to the evidence that managing SB and improving LPA could play a significant indirect role in increasing the positive effect of PL on MVPA. Increasing the opportunities for LPA is more conducive to increasing MVPA for Chinese college students. The findings provided new evidence on the associations between physical activities and quality of life in college students.
This study does have some limitations. First, the PA and PL were self-reported, which is limited by recall bias and overestimation. Second, this was a cross-sectional study, and the sample consists of college students living in the north with a larger proportion of males than females, which might cause some deviation of results. As such, any generalization should be made cautiously.