These days, mobile phone dependency (MPD) has become one of the most imperative and impressive puzzles in the area of behavioral addictions and public health across the world, especially the individuals with MPD that might frequently crave using mobile phones themselves. The target of the current study was to determine whether moderate-intensity aerobic exercise could reduce the craving degree for mobile phones for university students with MPD by a randomized, controlled trial. Sixty Chinese undergraduates, including 30 male and 30 female students aged from 18 to 22 years (20.08 ± 1.94 years) with MPD were recruited and then randomly assigned to the exercise group (n = 30) or the control group (n = 30) with even numbers by gender and major. Participants in the exercise group were required to perform an acute moderate-intensity treadmill exercise lasting for 30 min at 45–68% heart rate reserve (HRR) with background music, while the control group were only asked to listen to the same music for 40 min without any exercise. Sport watches were employed to monitor their heart rate (HR), and the exercise group was also obliged to report their rating of perceived exertion (RPE). After completing the experimental task, a visual analog scale (VAS) was used to evaluate their craving degree for mobile phones, and an independent samples t-test was computed to reveal the difference in the scores of craving degree for mobile phones between the two groups. The results showed that the VAS score for the exercise group (3.77 ± 1.36) was significantly lower (p < 0.001) than that of the control group (6.11 ± 1.39). The findings suggested that acute moderate-intensity aerobic exercise could be an effective and reliable means to help deal with the issue of mobile phones craving for the undergraduates with MPD, and more longitudinal intervention studies and control trial designs should be conducted in the near future to further test the long-term effects of this exercise.

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.

Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K–12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this study. Data were collected through semistructured interviews, online surveys, and course documents. Constant content analysis was performed to generate themes. Results: The study discovered four themes: (a) required courses are the primary means for preparing PPETs to use HRFT, (b) cooperating teachers can negatively influence the faculty’s role in HRFT preparation, (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities, and (d) there was a lack of field-based experiences in local schools for HRFT preparation. Conclusion: PETE programs provided some courses to prepare PPETs for the HRFT implementation with the lack of time and field experience.

The university is a unique environment equipped with multiple resources to provide physical activity (PA) opportunities. Research related to university administrators’ PA though scarce, has potential benefits for all individuals on campus. This study aimed to examine factors impacting PA among university administrators, hoping to gain insights on decision-makers’ perspective on PA promotion. Information regarding participants’ PA behaviors, intentions, perceived health, body mass index (BMI) and common demographic factors was collected using a survey. A total of 474 Chinese university administrators participated with 443 completed surveys. Path analysis was used to test the predictive and mediational role of variables on total PA (TPA). It was found that attitudes mediated the effects of BMI and perceived health on TPA; subjective norms and self-efficacy had significant direct effects and mediated the effects of satisfaction and attitudes on TPA. The non-significant effects of intention on PA participation were not expected. The results indicated that improving administrators’ PA beliefs and attitudes might be an effective way to promote an active lifestyle in higher education settings through policy, opportunity and facility.

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

Introduction: Physical activity (PA) levels remain insufficient among young adults, particularly college students, whose behavioral patterns often persist into adulthood. Although psychological factors are recognized as important determinants of PA behavior, limited attention has been paid to how individuals perceive and interpret their own physical activity and surrounding context. This study aimed to develop and validate a multidimensional scale measuring college students' perceived PA awareness. Methods: A sequential mixed-method design was employed. In the qualitative phase, focus group interviews were conducted to explore college students' understanding of PA awareness. Based on thematic analysis, four dimensions were identified: personal PA awareness, social support awareness, environmental awareness, and PA recommendation awareness. An initial item pool was then developed and administered to 994 undergraduate students from eight universities. Confirmatory factor analysis (CFA) was conducted to examine the factorial validity of the scale, and internal consistency reliability was assessed using Cronbach's alpha coefficients. Results: CFA supported a stable four-factor structure with acceptable model fit indices (RMSEA = 0.046, SRMR = 0.035, CFI = 0.968). The subscales demonstrated satisfactory internal consistency, with Cronbach's ? values ranging from 0.741 to 0.919. These findings provide empirical support for the reliability and construct validity of the proposed scale. Discussion: The findings suggest that PA awareness is a multidimensional psychological construct reflecting both individual perceptions and contextual influences. The developed scale may contribute to a better understanding of motivational processes underlying physical activity engagement among college students and provide a structured framework for future research on psychological determinants of PA behavior.