Background: This study determined the prevalence of older adults (aged 60–80 years) meeting the Canadian 24-HMG alone and in combination, and their association with the self-rated physical health and mental health of older adults. Methods: Participants were drawn from 4134 older adults aged 60–80 years (age, 67.37 ± 0.08 years; 46.87% male) from the China Health and Nutrition Survey (CHNS) 2015 database. Mental health and physical health scores were obtained based on self-rated mental health questionnaires and physical health of older adults. The criteria for meeting the 24-HMG were: physical activity time ≥ 150 min/week, sedentary time ≤ 480 min/day, screen time ≤ 180 min/day, sleep time 7–9 h (60–64 years) and sleep time 7–8 h (65 years and above). Logistic regression models were used to examine the association between meeting the 24-HMG guidelines number and category and older adults’ self-rated mental and physical health. Results: The proportion of older people meeting three of the 24-HMG guidelines was 1.16%, the proportion meeting two guidelines was 38.19% and the proportion meeting one guideline was 49.14%. The number of people meeting 24-HMG was closely related to the self-rated physical health and mental health of older people. The category meeting 24-HMG was closely related to the self-rated physical health and mental health of older people. Conclusions: Meeting more guidelines in the 24-HMG was strongly associated with older people’s self-rated mental health and physical health. However, only a small proportion of older people met all the recommendations, highlighting the need to promote and support adherence to these movement behaviours.

(1) Background: This study determined the prevalence of adolescents that meet 24-HMGs alone and in combination, and their association with the risk of developing adolescent anxiety and depression. (2) Methods: Participants were drawn from 9420 K8 grade adolescents (age 14.53 ± 0.69 years; 54.78% boys) from the China Education Tracking Survey (CEPS) 2014–2015 tracking data. Data on depression and anxiety were collected from the results of the questionnaire in the CEPS for the adolescent mental health test. Compliance with the 24-HMG was defined as: physical activity time (PA) ≥ 60 min/day was defined as meeting the PA. Screen time (ST) ≤ 120 min/day was defined as meeting the ST. Adolescents aged 13 years achieved 9–11 h of sleep per night and adolescents aged 14–17 years achieved 8–10 h of sleep per night, defined as meeting sleep. Logistic regression models were used to examine the association between meeting and not meeting the recommendations and the risk of depression and anxiety in adolescents. (3) Results: Of the sample studied, 0.71% of adolescents met all three recommendations, 13.54% met two recommendations and 57.05% met one recommendation. Meeting sleep, meeting PA+ sleep, meeting ST + sleep, and meeting PA + ST + sleep were associated with a significantly lower risk of anxiety and depression in adolescents. Logistic regression results showed that differences in the effects of gender on the odds ratio (ORs) for depression and anxiety in adolescents were not significant. (4) Conclusions: This study determined the risk of developing depression and anxiety in adolescents who met the recommendations for 24-HMG alone and in combination. Overall, meeting more of the recommendations in the 24-HMGs was associated with lower anxiety and depression risk outcomes in adolescents. For boys, reducing the risk of depression and anxiety can be prioritised by meeting PA + ST + sleep, meeting ST + sleep and meeting sleep in the 24-HMGs. For girls, reducing the risk of depression and anxiety may be preferred by meeting PA + ST + sleep or meeting PA+ sleep and meeting sleep in 24-HMGs. However, only a small proportion of adolescents met all recommendations, highlighting the need to promote and support adherence to these behaviours.

Background: Physical literacy (PL) is an important tool to promote physical activity of individuals, and the level of physical literacy of individuals affects their physical activity behaviors. Currently, the physical fitness of college students in China is a prominent issue, and assessing physical literacy among college students may provide tools and directions to further promote physical fitness and precisely intervene in physical activity behaviors of college students in the future. This study aimed to develop a college student physical literacy questionnaire (CSPLQ) to address the lack of currently available physical literacy assessment tools for Chinese college students. We hoped to collect validity evidence of this questionnaire to measure the validity of the physical literacy self-assessment questionnaire among Chinese university students.Methods: An initial pool of items was obtained from existing research instruments, literature, and expert advice. An expert review panel evaluated its content. A subsequent validation process reduced the pool of items. We conducted a validation factor analysis of the CSPLQ using structural equation modeling. The relationship between physical literacy and other variables was also examined using correlation analysis.Results: The item content validity index (ICVI) of CSPLQ was 0.70–0.95. The CSPLQ was composed of a total of 38 items across 3 domains (physical and behavioral domain, affective domain, and cognitive domain) and 7 dimensions (motor skills, motor skills, physical activity, perceptions of healthy living, perceptions of physical activity, motivation to engage in physical activity, and confidence to engage in physical activity). The factor validity of the CSPLQ was determined by significant loading of all items on their expected factors, with good data model fit and good stability between two independent samples were demonstrated. Each subscale had a Cronbach α coefficient >0.9 and was strongly correlated with each other. The correlation coefficients between college students' physical literacy and other variables, including athletic ability, physical condition, physical attractiveness, physical fitness, frequency of physical activity, and length of physical activity, all reached a significance level of P < 0.05.Conclusion: The CSPLQ has sufficient evidence of validity. The development of the instrument showed evidence of validity for the content, response process, internal structure, and relationships with other variables.

The development of movement skills in children is a critical element in promoting physical activity and other positive health trajectories over their lifetime. A reliable and valid assessment tool is essential for evaluating children’s movement skills in daily physical education environments. The purpose of this study was to examine the validity of Children’s Motor Skills Quotient (CMSQ) used in the classroom setting. Six raters conducted evaluation to participants, and a total of 734 children completed all the test items and were included in the study. Descriptive statistics and Rasch analysis were used in this study. The descriptive statistics were mainly used for calculating the mean, standard deviation, percentage, and internal consistency coefficient. Rasch analysis was used to verify the fitting statistics, project difficulty, and functional differences of the items of the CMSQ. The findings showed that the CMSQ met the assumption of the Rasch model, including the unidimensionality, local independence, person measure, and item difficulty hierarchy. The CMSQ also demonstrated adequate interrater reliability and internal consistency. The differential item functioning (DIF) demonstrated a few items showing different probabilities across sex and age. To maintain the item difficulty hierarchy of the CMSQ, no items were deleted. Overall, the CMSQ seems to have appropriate test items with an appropriate rating scale structure for measuring 6‐9‐year‐old children’s movement skills in the physical education classroom environment.

In cognitive diagnostic assessment (CDA), clustering analysis is an efficient approach to classify examinees into attribute-homogeneous groups. Many researchers have proposed different methods, such as the nonparametric method with Hamming distance, K-means method, and hierarchical agglomerative cluster analysis, to achieve the classification goal. In this paper, according to their responses, we introduce a spectral clustering algorithm (SCA) to cluster examinees. Simulation studies are used to compare the classification accuracy of the SCA, K-means algorithm, G-DINA model and its related reduced cognitive diagnostic models. A real data analysis is also conducted to evaluate the feasibility of the SCA. Some research directions are discussed in the final section.

Peer support for physical exercise is defined as behaviors such as mutual or one-way provision of material help and/or emotional care and companionship between peers in the physical environment and/or physical behavior. The assessment of peer support is complex and based on reasoning. Trustworthy assessment processes need to provide sufficient evidence of validity. The purpose of this study was to organize, collect, and use Kane's validity framework to provide validity evidence for the identification of peer support for physical exercise among college students. The article describes the experience of using the framework in this study, considers data related to the four inferences (scoring, generalization, extrapolation, and implication) that emerge from the assessment process. The findings of the study are then interpreted through the four inferences to determine whether this evidence supports the purpose of this study. Based on Kane's framework to explain the validity process of this study, the study concludes that the evidence in terms of scoring, generalization, extrapolation, and implication supports the use of the PEPSQ for the identification of physical exercise peer support among college students.