The relationship between physical activity (PA) and physical fitness (PF) has been well established among college students. However, the impact of this relationship after 1 year of COVID-19 pandemic lockdown measures is unclear. This study aimed to test the relationship between PA and PF, exploring the trend across four years, the different components of PF related to PA, and their determinants, by analyzing specific items. A total of 1506 university students (19.48 ± 1.35 years old, 55.8% male) in years 1–4 at two comprehensive universities in Shanghai were recruited after one year of COVID restrictions and asked to complete the PF measurements and International Physical Activity Questionnaire (IPAQ Chinese Short version). The PA level is categorized into three types of intensity (low-moderate-high), and the level of PF is represented by the total test score of each item. Results show that PA was significantly positively correlated with PF; PA levels significantly predicted 1000m-run, 50m-sprint, and standing-long-jump in males, and 800m-sprint and sit-ups in females. Males predominantly had high-intensity PA, whereas females maintained moderate-intensity PA over four academic years. Meanwhile, PA and PF both trended downward as academic years increased in males and females, which could be attributed to a decline in high-intensity PA. The following two recommendations were obtained from the study: first, college students should engage in high-intensity PA activities after the end of the epidemic. Second, colleges offer physical education classes for four academic years of college students to promote PA and PF.
Background Achievement emotions have a significant impact on both the learning process and outcomes. However, there is currently no brief and effective questionnaire available to evaluate Chinese university students' achievement emotions in physical education courses. This study aimed to examine the reliability and validity of the Achievement Emotions for Physical Education Questionnaire (AEQ-PE) in a sample of Chinese university students, while also investigating its measurement invariance across gender and grade levels.Methods A cluster randomization sampling method was used to select 694 first- and second-year university students in Shanghai, China for the survey. Descriptive statistics, item analysis, reliability testing, and measurement invariance testing were conducted on the full sample (n = 694). Subsequently, the full sample was randomly divided into two groups, with Sample 1 (n = 347) undergoing exploratory factor analysis (EFA), and Sample 2 (n = 347) undergoing confirmatory factor analysis (CFA) to test the structural validity, convergent validity, and discriminant validity of the Chinese version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE-C). Finally, Sample 3 (n = 45), which was retested one month later, was used to evaluate test-retest reliability.Results The Chinese version of the Achievement Emotions Questionnaire for Physical Education consists of 6 dimensions and 24 items, with good item discrimination. The EFA supported a 6-factor structure model, while the CFA demonstrated good model fit indices (χ2/df = 3.086, CFI = 0.928, TLI = 0.916, RMSEA = 0.078) and good convergent and discriminant validity. The questionnaire exhibits high internal consistency reliability (0.794) and excellent test-retest reliability (0.792). Furthermore, the multi-group analysis confirms that the AEQ-PE-C questionnaire has measurement invariance across gender and grade levels.Conclusion The Chinese version of the Achievement Emotions Questionnaire for Physical Education has good reliability and validity, as well as measurement invariance across gender and grade levels, making it an effective tool for measuring achievement emotions in physical education among Chinese university students.
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