Physical activity and psychological-behavioral health among college students: policy frameworks and theoretical models
Bibliographic record
Abstract
Objective To systematically analyze international and domestic policy frameworks regarding college students' physical activity and the psychological and behavioral health, and to explore representative theoretical models of how physical activity promoting psychological and behavioral health. Methods Thematic analysis and theoretical research methods were employed to examine WHO's Global Action Plan on Physical Activity 2018-2030:More Active People for a Healthier World,EU's Health-enhancing Physical Activity(HEPA)Policy Audit Tool(PAT):version 2,American College of Sports Medicine's Guidelines for Exercise Testing and Prescription,Canadian 24-Hour Movement Guidelines for Children and Youth,and China's Opinions on Strengthening School Sports to Promote the Comprehensive Development of Students' Physical and Mental Health, Guidelines for Mental Health Education in Higher Education Institutions, Healthy China Initiative (2019-2030) and Special Action Plan for Comprehensively Strengthening and Improving Student Mental Health Work in the New Era(2023-2025).Four theoretical models were analyzed including self-determination theory(SDT),theory of planned behavior (TPB), broaden-and-build theory of positive emotions, and theoretical framework of acceptability (TFA). Results The international paradigm shifted from focusing on energy consumption to attaching importance of mental health. The population transformed from extensive management to precise intervention. The intervention methods were characteristic of technological integration and system innovation. The assessment system transformed from single-dimension to comprehensive monitoring. The monitoring and evaluation was developing to digitalization and collaboration. Chinese policies particularly emphasized the strategic orientations of Strengthening Mind through Physical Activity and Five Ways of Education, stressing daily physical activity and enhancing the mental health service system for college students. SDT highlighted the critical role of intrinsic motivation and the satisfaction of basic psychological needs for sustained participation in physical activity. TPB focused on the predictive effect of attitudes, subjective norms and perceived behavioral control on behavioral intentions and subsequent behavior. The broaden-and-build theory of positive emotions elucidated how physical activity elicitsed positive emotions, which in turn broaden individuals' thought-action repertoires and build lasting personal resources. TFA analyzed the impact of physical activity from the perspectives of affective attitude, burden, opportunity costs, intervention coherence, self-efficacy, perceived effectiveness and ethicality. Conclusion There is a pivotal role of physical activity in fostering college students' mental and behavioral health. The potential areas for optimization of policies have been identified. SDT, TPB, the broaden-and-build theory of positive emotions, and TFA models can explain and guide physical activity promotion among college students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.003 | 0.011 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".