The chain mediating role of interest and physical activity level in the PE teacher autonomy support to primary students’ physical and mental health – Nature

Report on the Impact of Physical Education Teacher Autonomy Support on Primary Student Health in the Context of Sustainable Development Goals

Executive Summary

This report examines the relationship between Physical Education (PE) teacher autonomy support and the physical and mental health of primary school students. The findings are framed within the context of the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). A study involving 528 primary school students found that autonomy-supportive teaching behaviours positively influence student health. This effect is mediated by a chain reaction where teacher support first enhances student interest in PE, which in turn increases their level of physical activity, ultimately leading to improved physical and mental well-being. These results highlight a critical pathway for educational institutions to contribute to global health and education targets by fostering supportive learning environments.

1.0 Introduction: Aligning Education with Global Health Mandates

The physical and mental well-being of children is a cornerstone of sustainable development, directly aligning with SDG 3 (Good Health and Well-being). However, global trends indicate rising physical inactivity and mental health challenges among school-aged children, jeopardizing the achievement of this goal. More than 80% of adolescents globally do not meet recommended daily physical activity levels, increasing risks for non-communicable diseases. Concurrently, one in seven individuals aged 10-19 experiences a mental disorder.

Physical Education (PE) within schools presents a vital platform to address these challenges. An effective PE curriculum contributes not only to SDG 3 but also to SDG 4 (Quality Education) by ensuring the holistic development of learners. This report investigates a key pedagogical approach—teacher autonomy support—and its potential to enhance student health outcomes. Autonomy support, where teachers encourage student choice and active participation, is hypothesised to be a crucial driver for fostering lifelong health-promoting behaviours.

1.1 Research Objectives and Hypotheses

The primary objective is to analyse the mechanisms through which PE teacher autonomy support impacts the physical and mental health of primary school students. The study tests a chain mediation model based on the following hypotheses:

1. PE teacher autonomy support has a significant positive predictive effect on students’ physical and mental health.
2. Student interest in PE mediates the relationship between teacher autonomy support and health outcomes.
3. Physical activity level mediates the relationship between teacher autonomy support and health outcomes.
4. Interest and physical activity level function as a chain of mediators between teacher autonomy support and student health.

2.0 Methodology

To investigate the proposed relationships, a cross-sectional survey was conducted among primary school students in Jilin Province, China. The methodology was designed to ensure a representative sample, touching upon the principles of SDG 10 (Reduced Inequalities) by including participants from varied geographical and economic regions.

2.1 Participants and Procedure

• Sample Size: 528 valid questionnaires were collected from an initial distribution of 613. The sample had a validity rate of 86.1%.
• Demographics: The participants included 262 boys (49.6%) and 266 girls (50.4%), with students from fourth (36.4%), fifth (28.4%), and sixth grades (35.2%). The mean age was 11.28 years.
• Sampling Technique: A stratified sampling method was used, selecting schools from eastern, central, and western regions of the province to capture diverse socioeconomic backgrounds.
• Ethical Considerations: The study adhered to the Declaration of Helsinki, with ethical approval from the Human Research Ethics Committee of Northeast Normal University. Informed consent was obtained from all participants, their parents/guardians, and the schools.

2.2 Measurement Instruments

A battery of validated scales was used to measure the key variables:

1. PE Teacher Autonomy Support: Measured using the Multi-Dimensional Perceived Autonomy Support Scale for PE.
2. Physical and Mental Health: Assessed with the KIDSCREEN-52 questionnaire, which covers 10 dimensions of health-related quality of life (HRQoL).
3. Interest in PE: Evaluated using the PE Learning Interest Level Scale for Elementary School Students.
4. Physical Activity Level: Measured with the Chinese version of the Physical Activity Level Questionnaire for Children and Adolescents.

3.0 Results and Key Findings

Statistical analysis, including Pearson’s correlation and a chained mediation model (Model 6 in SPSS PROCESS), was performed. The results confirm a significant positive relationship between teacher autonomy support and student well-being, providing a clear evidence base for interventions aimed at achieving SDG 3 and SDG 4.

3.1 Correlation Analysis

All primary variables were significantly and positively correlated:

• PE teacher autonomy support was positively correlated with student interest, physical activity level, and physical and mental health.
• Interest was positively correlated with physical activity level and physical and mental health.
• Physical activity level was positively correlated with physical and mental health.

3.2 Chain Mediation Model Analysis

The mediation analysis revealed the pathways through which teacher support influences student health. The total indirect effect of interest and physical activity level was significant (effect value = 0.467, 95% CI [0.302, 0.548]). The model identified three distinct mediating paths:

1. Path 1 (Interest as Mediator): PE Teacher Autonomy Support → Interest → Physical and Mental Health (Effect value = 0.351, 95% CI [0.286, 0.405]).
2. Path 2 (Physical Activity as Mediator): The independent mediating role of physical activity level was not statistically significant when interest was included in the model.
3. Path 3 (Chain Mediation): PE Teacher Autonomy Support → Interest → Physical Activity Level → Physical and Mental Health (Effect value = 0.127, 95% CI [0.139, 0.274]).

The findings validate hypotheses H1, H2, and H4, demonstrating that teacher autonomy support directly and indirectly, via the chain of interest and physical activity, promotes better health outcomes in students.

4.0 Discussion and Implications for Sustainable Development Goals

The study’s findings offer significant insights into how educational practices can be leveraged to support global development agendas. The strong link between autonomy-supportive PE teaching and student well-being underscores the critical role of educators in achieving SDG 3 and SDG 4.

4.1 Fostering Health and Well-being (SDG 3)

The chain mediation model reveals a practical mechanism for promoting health. By fostering an environment of choice and encouragement, PE teachers can stimulate students’ intrinsic interest in physical activity. This interest is a powerful motivator that translates into higher levels of physical activity, which is a primary preventative measure against non-communicable diseases and a key promoter of mental health. This pedagogical approach is a low-cost, high-impact strategy for schools to contribute directly to SDG 3 targets related to child and adolescent health.

4.2 Enhancing Quality Education (SDG 4)

Quality education extends beyond academic learning to encompass the physical, social, and emotional development of students. Autonomy-supportive teaching methods align with the principles of student-centred learning, which is a hallmark of high-quality education. By enhancing student engagement, self-confidence, and emotional regulation, this teaching style helps create inclusive and effective learning environments for all. The development of these skills is essential for lifelong learning and well-being, central tenets of SDG 4.

4.3 Limitations and Future Directions

The cross-sectional nature of this study limits the ability to establish causality. Future longitudinal research is needed to confirm the directional relationships identified in the model. Furthermore, the reliance on self-report measures may introduce bias. Future studies could incorporate objective measures of physical activity (e.g., accelerometers) and gather data from multiple sources, such as parents and teachers. Cross-cultural research is also necessary to determine the applicability of these findings in different educational systems and cultural contexts, thereby strengthening their relevance for global SDG implementation strategies.

5.0 Conclusion and Recommendations

This report concludes that PE teacher autonomy support is a significant positive predictor of primary school students’ physical and mental health. The influence of this teaching style is largely channelled through a sequential process of first sparking student interest and subsequently increasing physical activity levels.

Based on these findings, the following recommendations are proposed to align educational policy and practice with the Sustainable Development Goals:

• Teacher Professional Development: Educational authorities should invest in training programs for PE teachers focused on developing autonomy-supportive teaching skills. This is a direct investment in achieving both SDG 3 and SDG 4.
• Curriculum Design: PE curricula should be designed to offer students meaningful choices in activities, allowing them to pursue their interests and develop a sense of ownership over their physical activity.
• Policy Integration: Health and education ministries should collaborate to integrate policies that recognize the role of quality PE in promoting public health, thereby creating a synergistic approach to achieving the SDGs.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 3: Good Health and Well-being

• The article directly addresses this goal by focusing on the “physical and mental health of primary school students.” It highlights the increasing “physical and mental pressure” and “psychological problems” faced by students. The introduction explicitly states that “the physical condition of primary school students is not optimistic, and their psychological problems are becoming increasingly serious.” The research aims to find ways to improve students’ health through physical education, linking directly to the goal of ensuring healthy lives and promoting well-being for all at all ages.

SDG 4: Quality Education

• This goal is central to the article’s context. The entire study is situated within “school education,” specifically “physical education (PE).” It examines how the quality of teaching, through “PE teacher autonomy support behaviours,” can create a more effective and supportive learning environment. The article argues that PE is an “important part of school education” that not only improves physical quality but also plays an “irreplaceable role in promoting students’ mental health.” This connects to providing inclusive and equitable quality education and promoting lifelong learning opportunities.

2. What specific targets under those SDGs can be identified based on the article’s content?

Targets under SDG 3: Good Health and Well-being

1. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
   • Explanation: The article explicitly links physical inactivity to health risks, stating that it “increases the risk of non-communicable diseases, poor physical and cognitive functioning, weight gain and mental illness.” It then posits that “regular physical activity reduces the risk of non-communicable diseases.” Furthermore, the core of the study is the promotion of “mental health and well-being” among primary school students, directly aligning with the second part of this target. The introduction mentions that “one in seven (14 per cent) of people aged 10–19 suffer from a mental disorder,” underscoring the urgency of promoting mental health.

Targets under SDG 4: Quality Education

1. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
   • Explanation: The article’s focus on “PE teacher autonomy support” is fundamentally about creating an “effective learning environment.” It describes this teaching style as one where teachers “respect students in the teaching process, encourage students to participate actively and make their own choices, and provide necessary support and guidance.” This approach fosters an inclusive and supportive atmosphere that enhances students’ physical and mental health, contributing directly to the creation of effective learning environments as stipulated in this target.
2. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
   • Explanation: The study shows how effective PE can help students “develop long-term regular exercise habits, laying a solid foundation for physical health.” This promotion of a physically active lifestyle is a key component of a “sustainable lifestyle.” By understanding how to maintain their physical and mental health through physical activity, students are acquiring essential life skills that contribute to their overall well-being and sustainable living.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Indicators for SDG 3 Targets

• Prevalence of Mental Disorders: The article cites a global statistic that “one in seven (14 per cent) of people aged 10–19 suffer from a mental disorder.” This serves as a baseline indicator for the mental health component of Target 3.4.
• Health-Related Quality of Life (HRQoL): The study uses the “KIDSCREEN-52 scale” to measure “subjective health and psychological, spiritual and social well-being (HRQoL) of children and adolescents.” The scores from this scale are a direct, quantifiable indicator of the well-being of the student population.
• Prevalence of Insufficient Physical Activity: The article mentions that “more than 80 per cent of adolescents in school do not meet the currently recommended standard of at least one hour of physical activity per day.” This percentage is a clear indicator of physical inactivity, which is a major risk factor for non-communicable diseases (Target 3.4).

Indicators for SDG 4 Targets

• Perceived Teacher Autonomy Support: The study measures this concept using the “Multi-Dimensional Perceived Autonomy Support Scale for PE.” The results of this scale can serve as an indicator of the quality and effectiveness of the learning environment (Target 4.a), reflecting the extent to which teaching practices are student-centered and supportive.
• Student Physical Activity Levels: The “Physical Activity Level Scale” is used to measure students’ engagement in physical activity. This is an indicator of the outcome of quality PE and the adoption of a healthy lifestyle (Target 4.7).
• Student Interest in PE: The “PE Learning Interest Level Scale for Elementary School Students” is used to measure students’ interest. This can be seen as an indicator of an engaging and effective learning environment (Target 4.a), as higher interest is shown to be a result of supportive teaching.

4. Table of SDGs, Targets, and Indicators

Source: nature.com