ArticlePloS one2025
The relationship between school physical activity policy environment and physical literacy among primary school students: Evidence from Henan Province, China.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- The Correlations between Spatial Equality and School Environment with Children's Physical Activity Levels: The Mediating Role of Motivation toward Physical Education.International journal of school health · 2026Article
- A bidirectional association between school environmental factors and physical activity habit formation among Chinese urban adolescents: a cross-lagged panel model.Frontiers in public health · 2026Article
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6 authors.
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Abstract
backgroundChinese primary school students spend the majority of their day at school, making the school physical activity policy environment (SPAPE) crucial to their development of physical literacy (PL). However, research exploring the relationship between SPAPE and PL remains limited. This study aims to investigate the association between SPAPE and students' PL levels.
methodsA total of 408 primary school students (206 boys and 202 girls) were included in the data analysis. The School Physical Activity Environment Questionnaire (SPAEQ) and the Canadian Assessment of Physical Literacy-Edition 2 (CAPL-2) were used to assess the policy environment and PL levels, respectively. Pearson correlation coefficients were calculated to explore the relationship between the policy environment and PL. Additionally, ANOVA and MANOVA analyses were conducted to examine the effects of age, gender, and their interaction on the relationship.
resultsA significant positive correlation was found between SPAPE and PL, with boys (r = 0.59, p < 0.01) and girls (r = 0.48, p < 0.01) both showing moderate to strong associations. MANOVA results revealed significant gender differences for Daily Behavior (DB) (F (1, 406) = 14.24, p < 0.01, partial η² = .04) and Motivation and Confidence (MC) (F (1, 406) = 4.72, p < 0.05, partial η² = .01). Significant age differences were observed for MC (F (4, 403) = 5.68, p < 0.01, partial η² = .05) and Knowledge and Understanding (KU) (F (4, 403) = 8.57, p < 0.01, partial η² = .08). No significant effects of age, gender, or interaction were found in relation to SPAPE.
conclusionThis study is the first to explore the relationship between PL and SPAPE in Chinese primary school students. The results highlight the significant association between SPAPE and PL, with notable gender and age differences. These findings emphasize the importance of tailoring PA policies to account for demographic factors to effectively promote PL.
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