Purpose: To explore the influencing factors that restrict the exercise behavior of children and adolescents, investigate the effect of subjective exercise experience on exercise behavior, and reveal the mediating effect of exercise commitment between subjective exercise experience and exercise behavior so as to promote children and adolescents to maintain good health exercise habits and improve their physical and mental health. Methods: The Subjective Exercise Experience Scale (SEES), Exercise Commitment Scale (ECC), and Physical Exercise Rating Scale (PARS-3) were used to conduct a questionnaire survey on 600 children and adolescents in Chongqing, China, and SPSS21.0 and AMOS21.0 statistical analysis software was used to carry out statistics and analyses on the questionnaires. Results: (1) Among children and adolescents, boys’ exercise commitment and exercise behavior were significantly higher than girls’, and there was no significant gender difference in subjective exercise experience. The exercise behavior of children and adolescents aged 9–12 was significantly higher than that of children and adolescents aged 13–15, and there was no significant age difference in subjective exercise experience and exercise commitment. (2) There was a significant correlation between the subjective exercise experience, exercise commitment, and exercise behavior of children and adolescents, and subjective exercise experience could directly and positively predict exercise commitment (β = 0.63) and exercise behavior (β = 0.57)—exercise commitment could also directly and positively predict exercise behavior (β = 0.52). (3) The exercise commitment of children and adolescents has a partial mediating effect between subjective exercise experience and exercise behavior (accounting for 37.50% of the total effect), and has a mediating effect between different exercise amounts, with the strongest mediating effect being on high exercise amount (32.10% of the total effect). Conclusions: The exercise behavior of children and adolescents was not only directly affected by subjective exercise experience, but also affected by the mediating effect of exercise commitment, and maintaining a good exercise experience and commitment was an effective way to effectively improve exercise behavior and amount of exercise in children and adolescents.

Introduction: Timely feedback may improve motor-skill performance in physical education, but immediate gains do not establish durable motor learning without retention or transfer assessment. This review evaluated AI-based real-time feedback for students’ post-intervention motor-skill performance in educational settings. Methods: Following PRISMA 2020, Web of Science, ERIC, PubMed, and CNKI were searched for journal articles published from 1 January 2014 to 25 June 2026. Eligible studies examined AI-based or intelligent feedback and motor-skill outcomes in educational learners using quantitative or mixed-methods designs. Risk of bias was appraised using design-specific JBI tools. Study-level Hedges’ g values were synthesized using a REML random-effects model, and certainty was assessed using GRADE. Results: Eighteen studies were included in the systematic review and 11 contributed study-level effects to the meta-analysis. One retracted report and one purely qualitative study were excluded during verification. The pooled effect favored AI-based real-time feedback (Hedges’ g = 1.484, 95% CI [0.738, 2.230]). Heterogeneity was substantial (I ² = 94.70%; τ ² = 1.50748), and the 95% prediction interval was −1.036 to 4.003. The study with the largest effect was potentially influential; excluding it reduced the pooled effect to g = 1.175 (95% CI [0.679, 1.671]). Appraisal identified recurring concerns about blinding, allocation concealment, follow-up, and statistical reporting. Discussion: AI-based real-time feedback showed a positive average association with post-intervention motor-skill performance, but extreme heterogeneity and a prediction interval crossing zero limit conclusions about effects in individual settings. None of the pooled outcomes assessed delayed retention or transfer, so durable motor learning cannot be inferred. GRADE certainty was very low due to serious risk of bias, very serious inconsistency, and serious indirectness. The review is registered in PROSPERO (CRD420261477139). Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD420261477139 , PROSPERO CRD420261477139.

Adolescent negative life events significantly influence social anxiety development. Enhancing accurate self-perception and emotion regulation skills is cri