Physical literacy and adolescent mental well-being: A chain mediation of basic psychological needs satisfaction and emotion regulation.

BACKGROUND

Adolescent mental wellbeing is a pressing global concern. Physical literacy (PL) - the motivation, confidence, physical competence, knowledge, and understanding to value physical activity for life - has emerged as a potentially protective factor for mental wellbeing. However, the mechanisms linking PL to mental wellbeing remain poorly understood. Drawing on Self-Determination Theory and emotion regulation theory, this study examined whether basic psychological needs satisfaction (BPNS) and emotion regulation serve as sequential mediators in the PL-mental wellbeing relationship among adolescents.

METHODS

A cross-sectional survey was conducted in November 2024 with 687 Chinese middle school students from Hubei Province (48.3% female; aged 12-16 years), recruited using stratified cluster sampling from three public schools. Participants completed validated Chinese measures of physical literacy (PPLI), basic psychological needs (BPNSFS), emotion regulation (ERQ), and mental wellbeing (WEMWBS). Covariance-based structural equation modeling (robust maximum likelihood) with bias-corrected bootstrapping (5,000 resamples) tested the chain mediation model.

RESULTS

The final analytical sample comprised 687 adolescents (48.3% female), who reported moderate levels of PL (M = 3.42, SD = 0.68), BPNS (M = 3.56, SD = 0.62), cognitive reappraisal (M = 4.52, SD = 1.08), and mental wellbeing (M = 3.51, SD = 0.71). PL was positively associated with mental wellbeing (β = 0.38, p < 0.001), the standardized total effect estimated in the structural equation model. The direct effect remained significant (β = 0.14, p = 0.006). The chain mediation pathway - PL → BPNS → emotion regulation → mental wellbeing - was significant (indirect effect = 0.12, 95% CI [0.08, 0.17]), accounting for 31.6% of the total effect. Individual mediation paths through BPNS (indirect effect = 0.05, 95% CI [0.01, 0.09]) and emotion regulation (indirect effect = 0.07, 95% CI [0.04, 0.11]) were also significant. The model explained 42% of the variance in mental wellbeing.

CONCLUSION

These findings suggest that PL is associated with adolescent mental wellbeing through a sequential pathway involving BPNS and emotion regulation. The results highlight the potential value of PL development and need-supportive environments in educational settings. Future longitudinal research is needed to examine temporal dynamics.