Physical literacy, sense of belonging in the sports environment, and college students' mental health: an analysis of relational paths based on differences in exercise groups.

OBJECTIVE

This cross-sectional study investigated the cross-sectional associations among college students' perceived physical literacy, sports-environment belongingness, and mental well-being. It explored whether belongingness statistically mediated the physical literacy-well-being link, whether exercise groups (classified via Godin-Shephard Leisure Score) moderated the belongingness-well-being relationship, and examined interactive associations of high school and university sports participation.

METHODS

During the fall of 2025 (September to November), an online survey yielded 890 valid responses. Participants completed the Perceived Physical Literacy Instrument, Sports-Environment Belongingness Scale, WHO-5 Well-Being Index, and Godin-Shephard Physical Activity Questionnaire. Data were analyzed using OLS regression, Bootstrap-based mediation, moderation models, and two-way ANOVA.

RESULTS

Controlling for academic stress and body mass index, perceived physical literacy was positively associated with mental well-being (b = 0.360, p < 0.001). Sports-environment belongingness served as a partial statistical mediator in this link (indirect estimate = 0.169, 95% CI [0.131, 0.209]), accounting for 46.9% of the total association. Exercise group did not moderate the belongingness-well-being association (p = 0.900), nor did past and current sports participation present interactive associations. Sensitivity analysis indicated that including mild-intensity activities substantially increased the proportion of students classified as physically active.

CONCLUSION

Perceived physical literacy is positively related to college students' mental well-being, a relationship partially explained by sports-environment belongingness. These cross-sectional findings underscore the value of inclusive, psychologically safe sports environments, reflecting statistical associations rather than causality.