The Role of Psychological Well-Being in Mediating the Impact of Physical Education on Physical Fitness among Vocational University Students in Nanchang, China

Abstract

This study investigates the interconnected roles of physical education, psychological well-being, and physical fitness among vocational university students in Nanchang, China. With increasing concerns about sedentary lifestyles, poor physical health, and psychological distress among students, the research emphasizes a holistic approach to health by exploring how structured physical education programs and psychological wellness contribute to students' physical fitness levels. Utilizing Behavioral Learning Theory and Constructivist Learning Theory as theoretical foundations, the study posits that both environmental structure and individual experiences influence students’ engagement in physical activity and perception of health. A quantitative research design will be employed, with data to be collected through structured questionnaires distributed to 400 students from two vocational universities in Nanchang. The study will utilize descriptive analysis, Pearson correlation, regression, and mediation analysis to assess the proposed relationships among the study variables. It is anticipated that the study will conclude with recommendations emphasizing the need for integrating psychological well-being strategies within physical education frameworks to foster holistic student development. Educational institutions will be encouraged to adopt comprehensive wellness policies, invest in physical education infrastructure, train educators in mental health awareness, and cultivate a campus culture that prioritizes physical activity and self-care. By addressing both physical and psychological dimensions of health, institutions will be better positioned to nurture resilient and healthier student communities. Future research should explore longitudinal effects and incorporate objective assessments of physical and psychological health to expand upon these insights.