With increases in inactive lifestyles and mounting pressure for academic excellence in Chinese younger populations, lack of physical activity and increased prevalence of obesity have become a major public health concern in China. The purpose of this study is to provide updated estimates on the prevalence of meeting moderate-vigorous physical activity (MVPA) and screen viewing time guidelines, and overweight and obesity among Chinese school-aged children and adolescents, with a secondary aim examining variations in prevalence by sex, grade groupings, and residential location. The study sample came from the 2017 Physical Activity and Fitness in China—The Youth Study, a cross-sectional and national survey of 131,859 students (aged 7 to 19 years) from 986 public schools in China. Measures of MVPA, screen viewing time, and age- and sex-specific overweight and obese body mass index were used to calculate national prevalence estimates of Chinese school-aged children and adolescents. In 2017, 34.1% (95% confidence interval [CI], 34.09–34.11%) of children and adolescents met MVPA guidelines and 65.4% (95% CI, 65.39–65.41%) adhered to screen viewing time guidelines. The prevalence of overweight and obesity was 15.1% (95% CI, 15.09–15.11%) and 10.7% (95% CI, 10.69–10.71%), respectively. Prevalence estimates differed by sex (boys, girls), grade grouping (primary schools, junior middle schools, junior high schools), and residential location (rural, urban). There remains a low prevalence of meeting MVPA guidelines and high prevalence of overweight and obesity in Chinese school-aged children and adolescents. Future efforts should focus on monitoring the trend of these behavioral and health risk factors to inform school policies and programs aimed at increasing physical activity and reducing and preventing obesity in younger populations in China.

Objectives: Feedback is an essential factor that may affect students’ motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students’ skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content). Methods: A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis. Results: Strong evidence indicates the effectiveness of feedback intervention on students’ skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback. Conclusion: The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.

Regular physical activity (PA) is beneficial to young people's health and development. In order to provide nationally representative and internationally comparable evidence on youth PA, China has participated in Global Matrix 2.0 and 3.0. The purpose of this study is to report the updated results of China's Report Card on PA for Children and Adolescents. The grades were assigned by results derived from the PA and Fitness in China––The Youth Study (PAFCTYS), conducted from October to December in 2020. The data from PAFCTYS 2020 included a nationally representative sample of Chinese school-aged children (n = 133,006, boys: 49.6%, aged 9–17 years). Self-report questionnaires were completed by the sampled students, their parents/guardians (n = 133,006), and physical education teachers (n = 1036) from each sampled school respectively. The grades of China 2022 Report Card are Overall PA (C), Organized Sport Participation (F), Active Play (C-), Active Transportation (C), Sedentary behaviors (C), Physical Fitness (INC), Family and Peers (C-), School (D), Community and Environment (D-), and Government (D). Levels of PA among Chinese youth were low and most young people were below the recommended guidelines, although the grade of Overall PA has been improved since the modified benchmark. Prevalence of sedentary behaviors remained high. Interventions and policies at the community and environment level should be encouraged to promote PA and reduce sedentary behaviors. In addition, national policies on young people's PA should be advocated widely to ensure the policies can be transferred into action.

Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

This study aims to explore the perception of students with special needs on inclusion in physical education and identify the factors that facilitate or inhibit their inclusion. Semistructured interviews were conducted with 20 students with various special needs from five secondary schools in Shanghai. Content analysis was utilized to analyze the interview data. Interview results indicated that the majority of students with special needs are negative on their inclusion, and restricted participation in physical education activities was common. Using a social relational model of disability as a theoretical framework, this study identified personal factors (i.e., impairment and self-efficacy), physical context (architectural barriers and provision of modified facilities), and social context (i.e., teacher support, peer support, and modification) that facilitated or inhibited the inclusion level of these students. The study concluded that intervention is necessary to eliminate architectural barriers, grant fin...