(1) Background: This study determined the prevalence of adolescents that meet 24-HMGs alone and in combination, and their association with the risk of developing adolescent anxiety and depression. (2) Methods: Participants were drawn from 9420 K8 grade adolescents (age 14.53 ± 0.69 years; 54.78% boys) from the China Education Tracking Survey (CEPS) 2014–2015 tracking data. Data on depression and anxiety were collected from the results of the questionnaire in the CEPS for the adolescent mental health test. Compliance with the 24-HMG was defined as: physical activity time (PA) ≥ 60 min/day was defined as meeting the PA. Screen time (ST) ≤ 120 min/day was defined as meeting the ST. Adolescents aged 13 years achieved 9–11 h of sleep per night and adolescents aged 14–17 years achieved 8–10 h of sleep per night, defined as meeting sleep. Logistic regression models were used to examine the association between meeting and not meeting the recommendations and the risk of depression and anxiety in adolescents. (3) Results: Of the sample studied, 0.71% of adolescents met all three recommendations, 13.54% met two recommendations and 57.05% met one recommendation. Meeting sleep, meeting PA+ sleep, meeting ST + sleep, and meeting PA + ST + sleep were associated with a significantly lower risk of anxiety and depression in adolescents. Logistic regression results showed that differences in the effects of gender on the odds ratio (ORs) for depression and anxiety in adolescents were not significant. (4) Conclusions: This study determined the risk of developing depression and anxiety in adolescents who met the recommendations for 24-HMG alone and in combination. Overall, meeting more of the recommendations in the 24-HMGs was associated with lower anxiety and depression risk outcomes in adolescents. For boys, reducing the risk of depression and anxiety can be prioritised by meeting PA + ST + sleep, meeting ST + sleep and meeting sleep in the 24-HMGs. For girls, reducing the risk of depression and anxiety may be preferred by meeting PA + ST + sleep or meeting PA+ sleep and meeting sleep in 24-HMGs. However, only a small proportion of adolescents met all recommendations, highlighting the need to promote and support adherence to these behaviours.

Whether negative numbers have a fixed spatial–numerical association of response codes effect (SNARC effect), and (if they have) whether the spatial representation of negative numbers is associated with negative numbers’ absolute or signed values remains controversial. In this study, through three experiments, the coding level of the magnitude and the spatial-direction is manipulated. In the first experiment, participants are required to code the magnitude and spatial-direction explicitly by using a magnitude classification task. In the second experiment, participants are forced to code the magnitude implicitly as well as to code the spatial-direction explicitly by utilizing a cuing task. In the third experiment, participants are obliged to code the magnitude explicitly as well as to code the spatial-direction implicitly by adopting a magnitude and arrow-direction classification tasks with Go/No-Go responses. The results show that (1) the absolute value of negative numbers associates with space when the magnitude of negative numbers is explicitly coded, no matter employing the explicit or implicit spatial-direction; (2) the signed value of negative numbers associates with space under the condition of implicit magnitude as well as explicit spatial-direction. In conclusion, the current study indicates that the SNARC effect of negative numbers is variable in different conditions, and the type of SNARC effect about negative numbers is modulated by the joint coding level of the magnitude and spatial-direction.

BackgroundA number of public health measures are required during the COVID-19 pandemic. To stop the spread of COVID-19, the Chinese government has adopted isolation policies, including closing non-essential businesses, public transportation and schools, moving students' face-to-face learning to online, and recommending the cancellation of all non-essential activities and outdoor activities. However, while this isolation strategy has reduced human-to-human transmission of COVID-19, it has led to dramatic changes in students' daily lives and learning styles, including reduced physical activity and increased sedentary time. Considering the potentially harmful effects of physical inactivity, this study hoped to explore the incidence and influencing factors of non-participation in home physical exercise among Chinese students aged 10–20 during the implementation of the COVID-19 isolation policy.MethodsThrough an online questionnaire platform, this study created an open-ended questionnaire (from March 1, 2020 to March 10, 2020) and distributed it to students in areas where isolation policies were enforced. The questionnaire was initially distributed by 10 recruited volunteers, and then the questionnaire was voluntarily forwarded and shared by the subjects or others, in a “snowball” way, to expand distribution. Finally, the survey data of 4,532 Chinese students aged 10–20 were collected. The incidence of respondents non-participating in home physical activity was determined using univariate analysis. Using odds ratios and 95% confidence intervals of a multivariate binary logistic regression model, factors influencing non-participation in home physical exercise were estimated.ResultsAmong the sample students, the incidence rate of non-participating in home physical exercise was 25.86% (24.06–27.15%). Exercise intentions, exercise habits, self-assessed health, beliefs in physical health, family exercise, family exercise recommendations, home exercise conditions, school exercise guidance, and health education programs had a negative impact on students non-participating in home physical exercise. Academic performance and electronic product use had a positive effect on non-participating in home physical exercise.ConclusionsA variety of forward leaning factors, enabling factors and demand factors have affected the occurrence of students” non-participating in home physical exercise. Future health isolation policies should take into account these influencing factors to reduce the occurrence of students” non-participating in home physical exercise and to promote students' independent participation in physical exercise.

Peer support for physical exercise is defined as behaviors such as mutual or one-way provision of material help and/or emotional care and companionship between peers in the physical environment and/or physical behavior. The assessment of peer support is complex and based on reasoning. Trustworthy assessment processes need to provide sufficient evidence of validity. The purpose of this study was to organize, collect, and use Kane's validity framework to provide validity evidence for the identification of peer support for physical exercise among college students. The article describes the experience of using the framework in this study, considers data related to the four inferences (scoring, generalization, extrapolation, and implication) that emerge from the assessment process. The findings of the study are then interpreted through the four inferences to determine whether this evidence supports the purpose of this study. Based on Kane's framework to explain the validity process of this study, the study concludes that the evidence in terms of scoring, generalization, extrapolation, and implication supports the use of the PEPSQ for the identification of physical exercise peer support among college students.

ObjectiveThe purpose of this study was to develop a core literacy questionnaire for public physical education teachers in colleges and universities (TCLQ-PPE) to address the current lack of core literacy assessment tools for public physical education teachers in Chinese colleges and universities. The study measured the validity of the TCLQ-PPE questionnaire by collecting evidence of the validity of this questionnaire.MethodsAn initial pool of items was obtained from existing research tools, literature, and expert opinion. An expert review panel evaluated its content. A subsequent validation process reduced the number of items in the item pool. A validated factor analysis of the TCLQ-PPE was performed using structural equation modeling.ResultsThe TCLQ-PPE consists of five dimensions (professional beliefs, professional knowledge and skills, sports skills, work and life adaptation and reflection, and work management), consisting of a total of 40 items. The factorial validity of the TCLQ-PPE was determined by the significant loadings of all items on their expected factors, showing good data model fit and good stability between two independent samples. The Cronbach’s ɑ coefficient for each dimension was greater than 0.9.ConclusionThe TCLQ-PPE had sufficient evidence of validity. The development of the instrument showed evidence of validity for the content, response process, and internal structure.