Researchers have found that there may be a correlation between physical activity, executive function, and depression for college students with depression. However, there is limited information available regarding the relationship and interaction between subclinical depression, physical activity, and executive function among college students with subclinical depression. The purpose of this study is to assess the correlation and interaction between subclinical depression, physical activity, and executive function in female college students with subclinical depression. The ActiGraph GT3X was utilized to measure physical activity time, and the colour-word Stroop task was employed to evaluate the executive function of the participants. The findings revealed that female college students with subclinical depression had a significantly lower time for moderate-intensity physical activity compared to healthy female college students. Additionally, the subclinical depression group took significantly longer to complete the colour-word Stroop task compared to the healthy group of female college students. The results of correlation and mediation analyses suggest a negative correlation between BDI-II scores and physical activity time and executive function in female college students with subclinical depression. Moreover, executive function appears to play a partial mediating role in the relationship between physical activity and subclinical depression.

In response to the transformation of higher education in China, some local universities put forward new requirements for applied education. Lately, a widespread dispute arose regarding the training of talented individuals in the field of foreign languages. The focal point is whether the training should adhere strictly to the essence of foreign language studies, namely language, literature and culture or accentuate the integration of foreign language study with other disciplines. This paper suggests that for local universities, cultivation of foreign language talents should change from a single talent-cultivation mode to a compound talent-cultivation mode. With outcome-based education (OBE) as the theoretical foundation, this study aims to investigate the optimal approach for cultivating applied foreign language talents by exploring the external catalysts and internal pathways that contribute to this process.