# Current situation and influencing factors of scientific literacy in fitness of Chinese children and adolescents

## TL;DR

This study assesses fitness-related scientific literacy in Chinese children and adolescents, finding lifestyle and socialization as key factors influencing their fitness knowledge and skills.

## Contribution

The study introduces a novel scientific fitness literacy assessment model and integrates social-ecological and self-determination theories to analyze influencing factors.

## Key findings

- The overall scientific fitness literacy index was 65.8, with knowledge and skills below the passing threshold.
- Lifestyle and individual socialization were the strongest predictors of scientific fitness literacy.
- School environment had the lowest marginal utility among the five influencing factors.

## Abstract

This study aimed to develop and validate a scientific fitness literacy (SFL) assessment model for Chinese children and adolescents and to examine the associations between SFL and its key influencing factors within an integrated social–ecological and self-determination theory framework.

Data were collected from 147,104 students (grades 4–12) across 31 provinces in mainland China using a multi-stage cluster random sampling design. SFL was assessed across four dimensions: knowledge, attitude, skills, and habits. The relative contributions of five influencing factors—lifestyle, individual socialization, family, school, and social environment—were analyzed using multiple regression models.

The overall SFL index was 65.8 (range 0–100), with knowledge (59.2) and skills (58.2) scoring below the passing threshold. Lifestyle (β = 0.264) and individual socialization (β = 0.240) were the strongest predictors of SFL, followed by family environment (β = 0.211), social environment (β = 0.153), and school environment (β = 0.101). The school environment exhibited the lowest marginal utility.

The integrated framework provides a more comprehensive explanatory model for SFL than approaches that focus solely on internal factors. Interventions should prioritize lifestyle and socialization while placing greater emphasis on family and social environments rather than relying solely on school-based factors.