PPLI to profile adolescents in relation to physical activity, resilience, and screen time: Explore the role of resilience

PPLI to profile adolescents in relation to physical activity, resilience, and screen time: Explore the role of resilience | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article PPLI to profile adolescents in relation to physical activity, resilience, and screen time: Explore the role of resilience Kaixin Yang, jiabin Lin, Shanshan Zhu, Ying Yu, xiaomei Lai, Shengyu Wu, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6365248/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction: Physical literacy is an rising construct for promoting human flourishing. However, research on the heterogeneity of individual physical literacy using person-oriented methods is insufficient. Following a person-oriented approach, this study aims to 1) examine the physical literacy profiles of adolescents based on knowledge and understanding, sense of self and self-confidence, self-expression and communication with others in Perceived Physical Literacy Instrument. 2) analyse the relationship between physical literacy profiles of Chinese mainland adolescents, and physical activity, resilience, screen time. 3) explore the role of resilience between physical literacy profiles and physical activity, screen time. Methods 1004 adolescents (55.2% girls, age M = 14.84 SD = 1.79) grades participated. The key variables were assessed through questionnaire methods. The statistic analyses included latent profile analysis, ANOVA, and mediation modelling. Results Three profiles were founded. Low physical literacy (20%), moderate physical literacy (43%) and high physical literacy (37%). Compared with low and moderate physical literacy, high physical literacy adolescents have better physical activity, resilience. High physical literacy adolescents have less screen time compared to low physical literacy adolescents, there was no statistical difference in screen time between moderate physical literacy and low and high physical literacy. Resilience has a mediating effect in profiles and physical activity and screen time. Conclusions Findings suggest that three profiles demonstrating consistency across the domains, resilience is an important factor in promoting physical activity and reducing screen time. Thus, future interventions should focus on fostering resilience and developing each core domains of physical literacy in adolescents across family, school, and community settings. physical literacy latent profile analysis adolescence physical activity resilience screen time Figures Figure 1 Figure 2 1. Introduction Regular physical activity benefits physical and mental health, improves the quality of human life and reduces morbidity and mortality from disease[ 1 ]. For optimal health, children and adolescents should participate in at least 60 min of moderate-to-vigorous physical activity and several hours of light activity daily, meanwhile limiting the amount of time spent being sedentary, particularly recreational screen time [ 2 ]. Nowadays, physical inactivity has become a major public health problems in the 21st century [ 3 ], about 80% adolescents worldwide do not have sufficient physical activity participation [ 4 ], which deteriorates their present and future health. Previous scientific studies have shown that physical inactivity can have a significant negative impact on health across the lifespan, rising the risk of cardiovascular and chronic diseases [ 5 , 6 ]. In addition, the emotional and mental health of adolescents has declined in recent years [ 7 ]. Adolescence is as a time of change: hormonal and physical changes, changes in the social environment, and changes in the brain and psyche, which make adolescents vulnerable to mental health problems [ 8 ]. Therefore, it is important to identify the factors associated with improving physical activity levels and enhancing well-being and emotional health in adolescents. It is also worth drawing attention to the fact that digital technology pervades every aspect of our daily life, adolescents are increasingly immersed in a world of screens. This extensive screen time, involving the use of televisions, computers, tablets, and smartphones, has become a significant concern for public health due to its potential detrimental effects on the physical health of young individuals [ 9 ]. Research has consistently indicated that prolonged periods of sedentary behavior, characterized by excessive screen time, is associated with a myriad of health risks, including obesity, cardiovascular issues, and mental health disorders [ 10 , 11 ]. Nowadays, physical literacy is seen as an important element in reducing sedentary behaviour and promoting physical activity and human well-being [ 12 , 13 ]. Promoting physical literacy may be a powerful means of addressing inadequate physical activity and excessive screen time among adolescents. Physical literacy is a rising and multidimensional construct, includes physical, cognitive, social and affective domains [ 14 ]. International Physical Literacy Association described physical literacy as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life [ 15 ]. Promoting physical literacy is one of the most significant means of achieving human flourishing, it contributes to the stimulation of human potential, enhances physical and mental health, and improves the individual's positive self cognitive and self-acceptance. The synergy between physical literacy and human flourishing has led the world to place increasing emphasis on physical literacy as a valuable competency [ 16 ]. Physical literacy plays a formative role in shaping physical activity trajectories from a young age, developing physical literacy is a gateway to increasing physical activity participation. And it constitutes the essential element for cultivating sustained involvement in physical activity throughout ones lifespan and is indispensable for the preservation of vigorous physical healthy [ 17 ]. Existing research has found that physical literacy are associated with physical activity participation [ 18 – 20 ] and sedentary behaviours [ 21 ]. Mazzoli team’s research shown that overall physical literacy scores correlate with children's adherence to physical activity guidelines (PAG), and domains of physical literacy (i.e. physical, psychological, social, cognitive) have also been found to significantly correlate with children's adherence to PAG [ 22 ]. This illustrates the positive correlation between physical literacy and physical activity. A longitudinal study further noted that physical literacy predicts physical activity and reduces sedentary behaviour characterised by screen time [ 12 ]. Moreover, it is worth noting that Belanger and his colleagues found children who have high score on physical literacy domains of physical competence and motivation and confidence are more likely to adherence to Canadian physical activity and sedentary behaviour guidelines, whereas knowledge and understanding of physical activity principles was not related to guideline adherence [ 23 ]. Therefore, it is necessary to continue to explore the link between physical literacy and physical activity and to explore the mechanisms by which physical literacy promotes physical activity. Moreover, a previous study showed that children with epilepsy had longer screen time compared to normal children, and that the longer screen time limited their physical literacy [ 24 ]. A study of Canadian children indicated that all three subdomains of physical literacy (physical competence, motivation and confidence, knowledge and understanding) were negatively correlated with screen time-based sedentary behaviors (TV viewing, computer and video game), and motivation and confidence may be the most important domain in reducing children's overall sedentary behavior [ 25 ]. Therefore, it is reasonable to infer that there is a correlation between physical literacy and screen time. There is less research on the relationship between physical literacy and screen time, it is worth exploring the link further to enrich the existing literature. Resilience emerges as a key factor when exploring how adolescents cope with challenges of mental problem. Resilience is the capacity to adaptively coping with adversity and stress in life and still maintain normal physiological and psychological functioning [ 26 ]. It is an important protective factor against psychological distress. Previous study indicate that individuals with high resilience scores tend to exhibit lower level of depressive symptoms [ 27 ]. Developing resilience in children and adolescents enhances their capacity, flexibility and coping strategies in the face of developmental changes and life stressors, in order to “bounce back” from difficult life experiences and achieve positive development and mental health [ 28 , 29 ]. Prior research has mostly explored the links between physical literacy and mind factors, for example, Melby et al showed that physical literacy plays an important role in promoting the well-being of children [ 30 ]. Whereas resilience, a key competency for adolescents to maintain a state of mental well-being; physical literacy, as an important competency for improving the health and well-being of adolescents [ 16 ], they are share commonalities, core elements of both physical literacy and resilience are enhanced in environments that help develop the ability to overcome challenges, obstacles or adversity. To our acknowledge, Jefferies team’s study discussed positive association between physical literacy and resilience [ 31 ]. A study of physical education teachers also supports perceived physical literacy as a predictor of resilience [ 32 ]. Furthermore, resilience has been discussed as a mediating variable in numerous studies. For example, previous study discovered that resilience acts as a partial mediator between physical literacy and mental health, as well as a complete mediator between physical literacy and emotional well-being in their research involving college students. Their findings highlighted that physical literacy exerts an indirect influence on mental health [ 33 ]. To conclude, all of the above studies have only explored the links among the physical literacy or its subdomains and physical activity, resilience, screen time and almost have focused on variables. Few articles have classified people with different physical literacy characteristics into different categories to further explore their effects on physical activity, resilience and screen time. To the best of our knowledge, only one study has used latent profile analysis, a person-oriented approach, to explore how the domains of physical literacy interact with each other to influence physical activity participation [ 17 ]. Given the dynamic and heterogeneous nature of physical literacy development, it is necessary to continue to explore potential subgroups of physical literacy using person-oriented approach. The latent profile analysis, a form of latent class analysis used in the evaluation of continuous indicators, a categorical latent variable approach to uncover unobserved heterogeneity in a population and to identify meaningful groups of individuals that were similar in their responses to measurement indicators [ 34 ]. Latent profile analysis has been extensively employed in numerous studies and is widely recognized for its robust scientific and persuasive capabilities in effectively identifying subgroup classifications [ 35 , 36 ]. This person-centred approach to research can lead to a better understanding of how domains of physical literacy interact with each other to influence other factors (including physical activity, resilience, screen time). Given that previous research has confirmed that physical literacy is positively correlated with physical activity, leisure time exercise, positive affect and vitality, and negatively correlated with negative affect [ 37 ]. Therefore, It is reasonable to hypothesis that physical literacy is positively associated with physical activity, resilience and negatively associated with screen time. Furthermore, resilience has been identified as an important variable influencing the translation of physical activity intentions into physical activity behaviour [ 38 ]. That is, individuals who possess strong resilience are more inclined to engage in physical activity. Meanwhile, existing literature states that physical literacy through physical activity is an effective way to develop resilience and the psychological factors [ 39 ]. In summary, there may be reciprocal facilitation of the link between physical activity and resilience. Additionally, according to the framework of resilience in action [ 40 ], resilience is an important protective factor against the problem of Internet addiction in adolescents, adequate external resources can reduce adolescents' Internet addiction by influencing resilience [ 41 ]. However, mechanisms from physical literacy as an independent variable acting on individuals physical activity and screen time through resilience are still lacking. Therefore, a crucial objective of this study is to examine the functions of resilience in the association between different physical literacy profiles and physical activity, screen time. To conclude, our study aim to 1) examine the physical literacy profiles of adolescents on knowledge and understanding, sense of self and self-confidence, self-expression and communication with others in Perceived Physical Literacy Instrument. 2) analyse the relationship between perceived physical literacy profiles of adolescents and physical activity, screen time and resilience. 3) explore the role of resilience between physical literacy profiles and physical activity, screen time. 2. Materials and methods 2.1. Participants A total of 1004 students (554girls, 55.2%) between the ages of 10 and 18 years ( M = 14.84 SD = 1.79) in 5th and 12th grade of primary and secondary school participated in this study. The students were from primary and secondary schools in Changchun, Jilin, China. The sample size for this study was large enough to examine the psychometric properties of the perceived physical literacy instrument based on the criterion requiring 5–10 participants per item. All participants signed a voluntary consent form. And the study was ethically reviewed by the Ethics Committee of Northeast Normal University 2.2. Self-report measures 2.2.1. Physical Literacy To assess physical literacy, the Chinese version perceived physical literacy instrument (PPLI) was used, the PPLI has 3 dimension to measure physical literacy, knowledge and understanding, self-perception and self-confidence, and self-expression and communication with others, each dimension has 3 items, 9 items in total scale [ 42 ]. The PPLI used in this study was based on the 9 item Cantonese version, which was used for measuring physical literacy level of adolescents in Hong Kong. All item are measured on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), and the total score ranged from 9 to 45. Our study converted it from the Cantonese version to simplified Chinese version to ensure that children and adolescents in mainland China could understand the content of the questionnaire. In this study, the Cronbach’s alphas coefficient for the PPLI was 0.873. 2.2.2. Physical Activity The revised Physical Activity Rate Scale (PARS-3) was used to assess adolescents’ physical activity [ 43 ]. Time, intensity, and frequency of participation are the three factors that PARS-3 uses to measure the quantity of physical activity. The scale had three items that were scored on a five-point rating system from 1 to 5, with physical activity volume being equal to intensity × (Time-1) × frequency. The score has a minimum of 0 points and a maximum of 100. Low physical activity volume is represented by 0–19 points, moderate physical activity volume by 20–42 points, and high exercise volume by ≥ 43 points [ 44 ]. Retest reliability was 0.82 and internal consistency was 0.856 [ 45 ]. 2.2.3. Resilience Brief Resilience Scale (BRS) was used to assess adolescents’ resilience [ 46 ]. BRS was a 6-item and single-factor structure instrument, including 3 forward questions and 3 reverse questions in the 6 items. Comprising a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Examples of the items were, “I tend to bounce back quickly after hard times” and “I have a hard time making it through stressful events”. The total score on the scale ranged from 6 to 30. A higher total score represents higher levels of resilience. The Chinese translation of the BRS was developed with a backtranslation procedure to ensure accuracy. BRS has been shown to have good reliability when applied to Chinese [ 47 ]. In this study, the Cronbach’s alphas coefficient for the BRS was 0.807. 2.2.4. Screen Time One self-rated item was designed to measure the screen time of the adolescents in this study (“How much of your extracurricular time each day is spent “watching TV” and “surfing the Internet or playing games”?”). Participants responded on a 6-point scale (1: None, 2: Less than 1 hour, 3: About 1 to 2 hours, 4: About 3 to 4 hours, 5: About 3 to 4 hours, 6: More than 4 hours). 2.3. Statistical analysis All analysis except for LPA were conducted using IBM SPSS Statistics 27.0 for Windows. LPA was performed using Mplus version 8.3. First, Descriptive statistics and the correlations among key variables were conducted. Second, considering that this study used a person-oriented analysis technique, latent profile analysis was conducted to distinguish homogeneous groups of adolescents with respect to knowledge and understanding, self-perception and self-confidence, and self-expression and communication with others of the PPLI. The model selection and comparison were conducted by evaluating the fit of a 1-profile model, and the number of latent classes was then incrementally increased until the addition of latent classes was not justice. The determination of the number of profiles was based on the following criteria: (1) The Bayesian Information Criterion (BIC), Akaike Information Criterion (AIC), and the adjusted BIC (aBIC); where low values of these fit indices indicate a better fit of the model [ 48 – 50 ]. (2) the p-values(< .05) of the Lo-Mendell-Rubin test (LMR) and the Bootstrap likelihood ratio (BLRT) were considered to determine whether a more complex model (t classes) would fit the data significantly better than a more simple model (t-1 class) [ 48 , 50 ]. In addition, the sample size of each class was evaluated, deciding that models with any class of < 5% would not be taken into account, as they may be spurious [ 48 ]. (3) Entropy was also considered to determine the accuracy of class classification, values above 0.80 indicate a high accuracy of classification. And Entropy values below 0.6 indicates that there are more than 20 percent errors in the classification of individuals [ 51 ]. After determining the best profile selection, in order to determine if there are significant differences in terms of physical activity, resilience and screen time. The scores of these terms will be compared cross the latent profiles, using the one-way analysis of covariance (ANOVA). Lastly, Since the independent variable (different levels of physical literacy: low, moderate, high) is a multicategorical independent variable in the mediating effect to be explored in this study, and the mediating variable (resilience) and the dependent variables (physical activity and screen time) are continuous variables, so two mediation models for resilience were tested using Models 4 in Hayes' PROCESS macro for SPSS. 3. Results 3.1. Descriptive statistic and correlation analysis The result of descriptive statistics and correlations among the main variables are presented in Table 1 . Three type of physical literacy showed intercorrelations. Specifically, low physical literacy is negative correlation with moderate physical literacy and high physical literacy (r = -0.439**, p < .01; r = -0.384**, p < .01); moderate physical literacy is negative correlation with high physical literacy (r = -0.661**, p < .01). Additionally, low and moderate physical literacy is negative correlation with physical activity (r = -0.269**, p < .01; r = -0.064*, p < .01) and resilience(r = -0.269**, p < .01; r = -0.064*, p < .05). And low physical literacy is positive correlation with screen time (r = 0.088*, p < .05), moderate physical literacy is not significantly correlation with screen time. High physical literacy is positive correlation with physical activity (r = 0.290**, p < .01) and resilience (r = 0.379**, p < .01) and negative correlation with screen time ( r = -0.098**, p < .01). In addition, physical literacy is positive correlation with physical activity and resilience, and negative correlation with screen time (r = 0.363**, p < .01; r = 0.499**, p < .01; r = -0.139**, p < .01). 3.2. Latent profile analysis Table 2 show the results of the latent profile analysis based on knowledge and understanding, self-perception and self-confidence, and self-expression and communication with others of the PPLI. It shows that the values of Log likelihood, AIC, BIC, and aBIC decrease coherently as the number of classes increases [ 50 ]. Since the p-values of the LMR and BLRT tests are statistically significant, the smallest profiles contains more than 5% of the sample, and the entropy has a value of 0.851, indicating great accuracy. Compared to the three-profile model, in the four-profile model, the entropy value reached 0.895, indicating better classification accuracy. However, the p-values for LMR do not indicate statistically significant differences, indicating a profile that includes less than 5% of the participants. Therefore, three profiles were chosen for subsequent analyses. Three profiles were found. Profile 1, labeled low physical literacy, represents 20% of the sample, with low levels of knowledge and understanding, sense of self and self-confidence and self-expression and communication with others. Profile 2, labeled moderate physical literacy, represents 43% of the sample and is characterized by moderate levels of three domains. Profile 3, high physical literacy represents 37% of the sample, with high levels of three domains. Mean values and standard error of the study’s variables for each profile are presented in Table 3 . ANOVA was utilized to examine difference among three profiles on the outcome of physical activity, resilience and screen time. Post-hoc comparisons reveal significant differences between three profiles. Post-hoc comparisons indicated adolescents in profile 1 (Low physical literacy) showed a significantly lower level of physical activity, resilience than adolescents in profiles 2 and 3 (Moderate and high physical literacy). There was no significant difference in screen time between profile 2 and profile 1, 3. Profile 3 had shorter screen time than profile 1 (Table 4 ). Mean values of 3 profiles are graphically presented in Fig. 1 . 3.3. The mediation role of resilience Using Model 4 of the PROCESS macro, two mediation models were tested, with profile membership as the independent variable, physical activity and screen time as the dependent variable, and resilience as mediation variables. First, using dummy coding, the profile membership was coded into X1 (0 = profile 1, 1 = profile 2, 0 = profile 3), X2 (0 = profile 1, 0 = profile 2, 1 = profile 3). Two mediation models were present in Fig. 2 . The results of the mediation model with physical activity as the dependent variable model was present in Table 5 . In the omnibus test of total effects, F = 66.85, p < .001, indicating that the two relative total effects are not all meaningless; In the omnibus test of direct effect, F = 44.82, p < .001, indicating that the two relative direct effects are not meaningless [ 52 ]. Therefore, it is necessary to conduct further relative mediation analyses. The results of the relative mediation analysis are as follows: Taking low physical literacy as the reference group, the mediating effect of moderate physical literacy on physical activity through resilience was 0.57 (a 1 b = 0.57), Bootstrap 95% CI [0.11, 1.14], which does not include 0, indicating that the relative mediating effect is significant (a 1 = 1.49, b = 0.38, a 1 b = 0.57) [ 53 ]. That is, adolescents with moderate physical literacy experience better resilience than those with low physical literacy by 1.49 (a 1 = 1.49), and the physical activity of adolescents with moderated physical literacy also increases (b = 0.38). The relative direct effect is significant (c' 1 = 5.44, p = .001), indicating that after excluding the mediating effect, the physical activity of adolescents with moderated physical literacy is still 5.44 more than that of adolescents with low physical literacy; the relative total effect is significant (c 1 = 6.00, p < .001), and the effect size of the relative mediating effect is 9.5% (0.57/6.00). Similarly, taking low physical literacy as the reference group, the mediating effect of moderate physical literacy on physical activity through resilience was 1.86 (a 2 b = 1.86), Bootstrap 95% CI [0.42, 3.34], which does not include 0, indicating that the relative mediating effect is significant (a 2 = 4.90, b = 0.38, a 2 b = 1.86). That is, adolescents with high physical literacy experience greater resilience than those with low physical literacy by 4.90 (a 2 = 4.90), so the physical activity of adolescents with high physical literacy also increases (b = 0.38). The relative direct effect is significant (c' 2 = 15.94, p < .001), indicating that after excluding the mediating effect, the physical activity of adolescents with high physical literacy is still 15.94 more than that of adolescents with low physical literacy; the relative total effect is significant (c 2 = 17.79, p < .001), and the effect size of the relative mediating effect is 10.4% (1.86/17.79). This result indicated adolescents with better physical literacy have more physical activity. The results of the mediation model with screen time as the dependent variable model was present in Table 6 . Because adolescents categorized as moderate physical literacy did not show a significant correlation in the correlation analysis with screen time. Therefore, we did not report the result of its mediation analyse, only showing the results of high physical literacy. In the omnibus test of total effects, F = 7.71, p < .001; In the omnibus test of direct effect, F = 3.20, p = 0.041. It is necessary to conduct further relative mediation analyses. The results of the relative mediation analysis are as follows: taking low physical literacy as the reference group, the mediating effect of moderate physical literacy on screen time through resilience was-0.15 (a 2 b=།0.15), Bootstrap 95% CI [།0.21, །0.04], which does not include 0, indicating that the relative mediating effect is significant (a 2 = 4.90, b=།0.03, a 2 b=།0.15). That is, adolescents with high physical literacy have shorter screen time than those with low physical (b=།0.03). The relative direct effect is significant (c' 2 =།0.28, p = 0.013), indicating that after excluding the mediating effect, the screen time of adolescents with high physical literacy is still 0.28 less than that of adolescents with low physical literacy; the relative total effect is significant (c 2 =།0.40, p < .001), and the effect size of the relative mediating effect is 37.5% (།0.15/།0.40). This result suggests that adolescents with better physical literacy have shorter screen time, and adolescents with high physical literacy have short screen time through increased resilience. Table 1 Descriptive statistics and intercorrelations for key variables among adolescence (N = 1004) Variables 1 2 3 4 5 6 7 8 9 1. Gender 1 2. Age - 1 3. Low PL 0.092* 0.046 1 4. Moderate PL 0.011 0.096* -0.439** 1 5. High PL -0.088** -0.137* -0.384** -0.661** 1 6. Physical literacy -0.134** -0.108* -0.672** -0.229** 0.796** 1 7. Physical activity -0.263** -0.096* -0.269** -0.064* 0.290** 0.363** 1 8. Resilience -0.211** -0.016 -0.253** -0.163** 0.379** 0.499** 0.190** 1 9. Screen time 0.030 -0.075* 0.088* 0.024 -0.098** -0.139** -0.018 -0.134** 1 Min - 10 0 0 0 14 0 6 1 Max - 18 1 1 1 45 100 30 6 M - 14.840 0.203 0.430 0.367 35.136 20.019 20.512 2.639 SD - 1.792 0.403 0.495 0.482 6.289 20.333 4.780 1.175 NOTE :* p < .05, ** p < .01. Table 2 Model fit of the latent profile analysis. No. of profile AIC BIC aBIC LMR p-value BLRT p-value Entropy Proportion 1 profile 13972.650 14002.120 13983.064 2 profiles 13076.680 13125.797 13094.037 0.000* 0.000* 0.761 0.47/0.53 3 profiles 12659.101 12727.866 12683.401 0.000* 0.000* 0.851 0.20/0.43/0.37 4 profiles 12522.192 12610.603 12553.434 0.139 0.000* 0.895 0.02/0.22/0.38/0.38 Note : N = 1004, the LMR test and the BLRT compare the current model to a model with k-1 profiles. AIC = Akaike’s information criterion; BIC = Bayesian information criterion; aBIC = sample-adjusted BIC; LMR = Lo–Mendel–Rubin; BLRT = bootstrap likelihood ratio test. * = p < 0.05 Note Profile 1 = low physical literacy, profile 2 = moderate physical literacy, profile 3 = high physical literacy. Table 3 Mean scores for the subdomains of physical literacy by profile. Profile1(Low PL) profile2(Moderate PL) profile3(High PL) n = 204(20%) n = 432(43%) n = 368(37%) M (SE) M (SE) M (SE) KU 9.05(.17) 12.02(.10) 14.45(.07) SS 9.06(.15) 11.61(.08) 14.43(.07) SC 8.58(.20) 10.13(.12) 12.53(.15) Note : PL = Physical Literacy; KU = Knowledge and understanding; SS = Sense of self and self-confidence; SC = Self-expression and Communication with others. Table 4 Differences between the profiles according to physical activity, resilience and screen time,. Profile1 profile2 profile3 F P Post hoc comparisons n = 204(20%) n = 432(43%) n = 368(37%) M (SD) M (SD) M (SD) physical activity 10.91(14.11) 16.91(15.49) 28.71(24.59) 66.85 2>1 resilience 18.08(4.13) 19.56(4.15) 22.98(4.73) 100.54 2>1 screen time 2.88(1.32) 2.65(1.13) 2.48(1.12) 7.71 3 Note : 3>2>1, 1>3 = comparison between specific profiles. **=P<.001, *=P<.01 Table 5 Testing the moderation model of resilience Pathway of mediation effect Effect LLCI ULCI X1→ PA 5.44* 2.23 8.64 X1→ R→ PA 0.57* 0.11 1.14 X2→PA 15.94* 14.52 21.07 X2→ R→ PA 1.85* 0.43 3.34 Note: PA = physical activity, R = resilience; Low physical literacy as reference group. * indicates significant effect Table 6 Testing the moderation model of resilience Pathway of mediation effect Effect LLCI ULCI X2→ST -0.28* -0.49 -0.06 X2→ R→ ST -0.13* -0.21 -0.04 Note: ST = screen time, R = resilience; Low physical literacy as reference group. * indicates significant effect Note PA = physical activity, ST = screen time, R = resilience. 4. Discussion This study aimed to explore the best profiles of Chinese mainland adolescents according to three domains knowledge and understanding, self-perception and self-confidence, self-expression and communication with others of the Chinese version PPLI, and to determine whether these profiles differ from each other regarding physical activity, resilience and screen time. Meanwhile, explore the role of resilience between profiles and physical activity, screen time. Latent profile analysis of the PPLI data from adolescents to identify best profiles. According to the degree of alignment between input variables to categorize adolescents. The three profiles founded in this study: low physical literacy (20%), moderate physical literacy (43%), high physical literacy (37%). Adolescents categorized as having high physical literacy show higher levels of physical activity, better resilience, and less screen time than each other profiles adolescents. As previous studies suggested, adolescents may have different level of physical literacy [ 54 ]. However, participants with 2 different enjoyment categories of low physical literacy classifications were not found in this study. This may stem from differences in the input variables used, different input variable lead to different result. And the number of people with low enjoyment of low physical literacy in the previous study was only 2%. In this study, the category with total number of people less than 5% was not retained as it did not meet the optimal model fit criteria, this may also be one of the reasons for the different classification of the profiles [ 48 ]. Moreover, our study include cognitive element of physical literacy, it complements previous literature that was missing this element interacting with other domains (physical competence, confidence, motivation) in physical literacy to influence other related factors. In conclude, this study enriches the previous literature, with few studies using latent profile analysis to identify similar physical literacy subgroups and analyse its associations with physical activity, resilience and screen time. Moreover, our study showed that high physical literacy related to greater physical activity. This is consistent with previous study. Many cross-sectional studies have demonstrated varying degrees of correlation between physical literacy and physical activity [ 18 – 20 ]. Clark et al. in their longitudinal observational study also noted that increased physical literacy was associated with better physical activity participation among youths [ 12 ]. Physical activity is the gateway to physical activity participation and physical activity is the core of physical activity, they are inextricably linked [ 17 ]. In this study, the result showed that physical activity scores increase as the physical activity level rises, which is consistent with the findings of previous studies. Currently, only a third of the sample is classified as having high physical literacy. This is in line with the current lack of physical activity among most children and adolescents [ 4 ]. Therefore, improving physical literacy may be an effective measure to increase adolescents’ physical activity participation. In addition, this study indicated that the scores of the domains of physical literacy are consistent across the profiles. Therefore, every core domain of physical literacy should be taken seriously, to enhance physical activity participation of adolescents. This study found that low physical literacy is link with longer screen time. Increased screen time often means an increase in sedentary behaviour and a decrease in an individual's participation in physical activity, which indirectly affects the development of physical abilities. Prolonged screen time can lead to a lack of adequate exercise, which can affect physical attributes such as muscular strength, endurance, balance and coordination [ 4 ]. From the perspective of motivation and confidence, adolescent students have poor self-control and may gradually lose motivation to participate in physical activities when they are addicted to the content provided by screen media. In addition, screen media may provide more immediate gratification, thereby reducing an individual's motivation to engage in physical activity for long-term health benefits and willingness to derive enjoyment and pleasure [ 55 ]. And the reduction in individual physical activity participation, resulting in a lack of practice and successful experiences can reduce an individual's self-efficacy in physical activity, which in turn affects their confidence [ 56 ]. In terms of enjoyment, instant gratification from screen media is more readily available, which also reduces the individual's enjoyment and pleasure and willingness to derive enjoyment and pleasure from physical activity. Fewer studies have focused on the contribution of physical literacy to mind factors. This study supports that high physical literacy is associated with better resilience. Specifically, our study found that an individual's resilience is associated with their knowledge and understanding, self confidence and social competence, which are the key components of physical literacy. This is consistent with previous study, in which resilience was positively correlated with physical literacy [ 31 , 32 ]. This study further found that with “low physical literacy” as the control group, “moderate physical literacy” and “high physical literacy” could increase adolescents’ physical activity levels through resilience, meanwhile “high physical literacy” could decrease adolescents’ screen time partially by resilience. This result suggests that resilience is an important mediator of different physical literacy levels influencing adolescents' physical activity. Resilience is the ability of an individual to respond psychologically in the face of adversity, sadness, or other major life stressors, and it not only affects a person's ability to cope with changes in their life, but it is also an important factor in physical activity and well-being. Previous researchers have noted that resilience significantly and positively influences physical activity, individuals with high levels of resilience are more likely to maintain positive physical activity habits in the face of challenges, as they are better equipped to cope with stress and adversity in order to maintain or increase their own levels of physical activity [ 57 ]. This may stem from resilience can give individuals the perception of strength and improve their behavioral motivation level, high level of resilience facilitates the transformation of physical activity intentions into physical activity behaviors [ 58 – 60 ]. In addition, resilience is an important resource for people to have positive emotional experiences. Individuals with good resilience show better perseverance and are able to focus more on goals to minimize negative emotions [ 61 ]. Individuals with great resilience have higher levels of positive emotional experience during physical activity, lower subjective feelings of fatigue, better enjoyment [ 38 ]. Feelings of pleasure in physical activity increase willingness to participate in physical activity, which explains their higher levels of physical activity. In summary, resilience serves as a mediating variable that enhances the impact of physical literacy on positive physical activity behaviors, making individuals more likely to maintain or increase physical activity in the face of challenges and stresses. Meanwhile, our findings support the view that resilience represents a potential mechanism that could partially explain how physical literacy is related to screen time. Previous study noted a negative correlation between middle school students' resilience and their attachment to smartphones [ 62 ]. Resilience may reflect an individual's ability to control screen time such as watching TV, computers, and playing video games [ 63 ]. Prior research has often viewed resilience as a protective factor for individual development that can help individuals cope with changes in factors in their surroundings and resist negative influences [ 64 ]. Individuals with higher psychological resilience may be more able to effectively cope with the potential negative effects of screen time, such as reducing sedentary behavior and increasing physical activity [ 63 ]. To conclude, our study suggests that when planning interventions to reduce screen time in adolescents, it is imperative to consider implementing strategies that bolster each core domain of physical literacy and prioritize the enhancement of resilience. Despite finding new evidence of the correlation between perceived physical literacy and physical activity, resilience, screen time, there are still some limitations to this study. First, this study use the Perceived Physical Literacy Instrument to measure physical literacy, which did not actually measure the motor competence of adolescents. In future research, a combination of subjective and objective physical literacy instruments should be selected to measure additional physical literacy domains, which may lead to more valuable findings. Secondly, continuing to explore the mechanisms of action and moderating variables of the correlation between physical literacy and factors such as physical activity is a direction for future research. Third, using questionnaires to gather data on physical literacy and other variables might introduce bias since differences in willingness to disclose information or inaccuracies in recalling details could impact the results. Last, a cross-sectional research design was utilized, therefore this study cannot be used to infer causality. Physical literacy is a dynamic and evolving process. In the future, it is necessary to continue conducting longitudinal studies to explore the association among physical literacy, physical activity, resilience, and screen time as time progresses. 5. Conclusion The present study with Chinese mainland adolescents identified three profiles according to the alignment of their sense of self and self-confidence, self-expression and communication with others in PPLI. Findings indicate the holistic development of physical literacy is a foundation for promoting physical activity, resilience and decreasing screen time. Further more, resilience is a critical mediator between physical literacy for physical activity and reduced screen time. In the future, appropriate environments should be created for adolescents to develop their physical literacy and resilience. Abbreviations Ethics approval and consent to participate This study was approved by the Ethics Committee of Northeast Normal University. The study was conducted in accordance with the Declaration of Helsinki. Written informed consent to participate in this study was provided by the participants’ and their parents or legal guardian. Consent for publication Not Applicable. Availability of data and materials The data can be obtained from the corresponding author upon reasonable request. Competing Interests On behalf of all authors, the corresponding author states that there is no conflict of interest. Funding This work was supported by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568). Authors' contributions Yang Kaixin (First Author): Conceptualization, Data Curation, Formal Analysis, Methodology, Software, Writing Original Draft, Writing review&Editing. Lin Jiabin (Corresponding Author): Conceptualization, Investigation, Methodology, Funding Acquisition, Resources, Supervision, Writing review&Editing. Zhu Shanshan: Validation, Funding Acquisition, Supervision. Yu Ying: Writing review&Editing, Validation. Lai Xiaomei: Data Curation. Wu Shengyu: Writing review&Editing. Liu Xian: Writing review&Editing. All authors reviewed the manuscript. Acknowledgements Thanks for the supporting by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568). Declarations Declarations Ethics approval and consent to participate This study was approved by the Ethics Committee of Northeast Normal University. The study was conducted in accordance with the Declaration of Helsinki. Written informed consent to participate in this study was provided by the participants’ and their parents or legal guardian. Consent for publication Not Applicable. Competing Interests On behalf of all authors, the corresponding author states that there is no conflict of interest. Funding This work was supported by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568). Author Contribution Yang Kaixin (First Author): Conceptualization, Data Curation, Formal Analysis, Methodology, Software, Writing Original Draft, Writing review&Editing.Lin Jiabin (Corresponding Author): Conceptualization, Investigation, Methodology, Funding Acquisition, Resources, Supervision, Writing review&Editing.Zhu Shanshan: Validation, Funding Acquisition, Supervision.Yu Ying: Writing review&Editing, Validation.Lai Xiaomei: Data Curation. Wu Shengyu: Writing review&Editing.Liu Xian: Writing review&Editing.All authors reviewed the manuscript. Acknowledgements Thanks for the supporting by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568). Data Availability The datasets used during the current study are available from the corresponding author on resonable request. References Warburton, D.E. and S.S.J.C.o.i.c. Bredin, Health benefits of physical activity: a systematic review of current systematic reviews. 2017. 32 (5): p. 541-556. Organization, W.H., WHO guidelines on physical activity and sedentary behaviour: World Health Organization; 2020 . 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Standage, Psychological and behavioral correlates of early adolescents’ physical literacy. 2020. 40 (1): p. 157-165. Liu, S., The promoting effect of mental toughness on physical activity. Master's thesis, Tianjin Institute of Physical Education, 2022. Christodoulides, E., et al., Does physical activity mediate the associations between Physical Literacy and Mental Health during the COVID-19 post-quarantine era among adolescents in Cyprus? 2023. 3 (3): p. 823-834. Li Hailei, Z.W., Review of the Studies on Psychological Resilience. JOURNAL OF SHAN DONG NORMAL UNIVERSITY (Humanities and Social Sciences) 2006. 51 (3). WANG Enna, X.M., QU Diyang, ZHANG Junjie, LIANG Kaixin, XIAO Jialin, CHI Xinli, The Effect of Prototypical Family Functioning Trajectories on Junior High School Students' Internet Addiction: The Mediating Role of Resilience. Psychological Development and Education, 2024. 40 (6): p. 853-864. Sum, R.K., et al., Perceived physical literacy instrument for adolescents: A further validation of PPLI. 2018. 16 (1): p. 26-31. Shaojun, L.D.L., The stress level of college students and its relationship with physical exercise. Chinese Mental Health Journal, 1994. 8 (1): p. 5–6. Jiang Beiyan, Z.B., The Mental Healthy of College and Middle School Students in Shanghai and its Relationship with Physical Exercises Journal of Psychological Science, 1997. 20 (3): p. 235-238. Ding, S., R. Xiao, and Z.J.C.J.o.S.H. Zhang, The relationship between college students' sports and sense of life meaning. 2016. 37 (03): p. 445-448. Smith, B.W., et al., The brief resilience scale: assessing the ability to bounce back. 2008. 15 : p. 194-200. Fung, S.-f.J.I.j.o.e.r. and p. health, Validity of the brief resilience scale and brief resilient coping scale in a Chinese sample. 2020. 17 (4): p. 1265. Marsh, H.W., et al., Classical latent profile analysis of academic self-concept dimensions: Synergy of person-and variable-centered approaches to theoretical models of self-concept. 2009. 16 (2): p. 191-225. Ferguson, S.L., E.W. G. Moore, and D.M.J.I.J.o.B.D. Hull, Finding latent groups in observed data: A primer on latent profile analysis in Mplus for applied researchers. 2020. 44 (5): p. 458-468. Tein, J.-Y., S. Coxe, and H.J.S.e.m.a.m.j. Cham, Statistical power to detect the correct number of classes in latent profile analysis. 2013. 20 (4): p. 640-657. Lubke, G. and B.O.J.S.E.M.A.M.J. Muthén, Performance of factor mixture models as a function of model size, covariate effects, and class-specific parameters. 2007. 14 (1): p. 26-47. Hayes, A.F. and K.J.J.M.s.f.p. Preacher, Indirect and direct effects of a multicategorical causal agent in statistical mediation analysis. 2011. 6 . Hayes, A.F., K.J.J.B.j.o.m. Preacher, and s. psychology, Statistical mediation analysis with a multicategorical independent variable. 2014. 67 (3): p. 451-470. Brown, D.M.Y., D.A. Dudley, and J. Cairney, Physical literacy profiles are associated with differences in children’s physical activity participation: A latent profile analysis approach. Journal of Science and Medicine in Sport, 2020. 23 (11): p. 1062-1067. Khan, A., et al., Dose-dependent and joint associations between screen time, physical activity, and mental wellbeing in adolescents: an international observational study. 2021. 5 (10): p. 729-738. Elsborg, P., et al., Associations between previous sport and exercise experience and physical literacy elements among physically inactive Danes. 2021. 21 : p. 1-10. TANG Fangwu, W.W., Influence mechanism of college students' mental toughness on physical exercise behavior: Based on the perspective of habit control and resisting temptation. Journal of Physical Education, 2024. 31 (5): p. 53-61. Hannan, T.E., et al., Applying the theory of planned behavior to physical activity: The moderating role of mental toughness. 2015. 37 (5): p. 514-522. Gucciardi, D.F.J.J.o.s. and m.i. sport, Mental toughness as a moderator of the intention–behaviour gap in the rehabilitation of knee pain. 2016. 19 (6): p. 454-458. Cao, Z., et al., From Physical Activity Intention to Behavior: The Moderation Role of Mental Toughness Among College Students and Wage Earners. 2021. 12 : p. 584760. Gerber, M., et al., Adolescents' exercise and physical activity are associated with mental toughness. 2012. 5 (1): p. 35-42. Um, Y.-J., et al., Relationships between smartphone dependency and aggression among middle school students: Mediating and moderating effects of ego-resilience, parenting behaviour, and peer attachment. 2019. 16 (19): p. 3534. Yang, H.-M. and H.-R.J.B.p. Kim, Father-child attachment on children’s screen time: mediating role of ego resilience. 2024. 24 (1): p. 672. Llistosella, M., et al., Development of the individual and environmental resilience model among children, adolescents and young adults using the empirical evidence: an integrative systematic review. 2022. 30 (6): p. e3277-e3299. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6365248","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":455124377,"identity":"8813b32f-2a6d-4cb9-80cb-4badd9e059a9","order_by":0,"name":"Kaixin Yang","email":"","orcid":"","institution":"Changchun Normal University","correspondingAuthor":false,"prefix":"","firstName":"Kaixin","middleName":"","lastName":"Yang","suffix":""},{"id":455124378,"identity":"dee56850-06a4-486e-86ce-0ba808fbc765","order_by":1,"name":"jiabin 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University","correspondingAuthor":false,"prefix":"","firstName":"Xian","middleName":"","lastName":"Liu","suffix":""}],"badges":[],"createdAt":"2025-04-03 02:53:20","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6365248/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6365248/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":82708471,"identity":"0b5b5979-3904-4def-a4a9-8f8c04afa0c6","added_by":"auto","created_at":"2025-05-14 11:04:33","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":69155,"visible":true,"origin":"","legend":"\u003cp\u003eMean values for the subdomains of physical literacy by latent profile.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote:\u003c/em\u003e Profile 1 =low physical literacy, profile 2 = moderate physical literacy, profile 3 = high physical literacy.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6365248/v1/ac16ee08a3705a61aa26e017.png"},{"id":82709444,"identity":"990a01c6-bc77-487e-ba98-542e55be998a","added_by":"auto","created_at":"2025-05-14 11:12:33","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":40342,"visible":true,"origin":"","legend":"\u003cp\u003eThe mediating effect of resilience on physical activity, screen time\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote: \u003c/em\u003ePA=physical activity, ST=screen time, R=resilience.\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-6365248/v1/62741666d7d5bb1505eb75eb.png"},{"id":105892794,"identity":"7ede879e-43d2-4d2e-ab30-596277b4b4e5","added_by":"auto","created_at":"2026-04-01 08:14:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1173534,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6365248/v1/975e888c-6612-4cf3-98c6-e6f61a8d20e8.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"PPLI to profile adolescents in relation to physical activity, resilience, and screen time: Explore the role of resilience","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eRegular physical activity benefits physical and mental health, improves the quality of human life and reduces morbidity and mortality from disease[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. For optimal health, children and adolescents should participate in at least 60 min of moderate-to-vigorous physical activity and several hours of light activity daily, meanwhile limiting the amount of time spent being sedentary, particularly recreational screen time [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Nowadays, physical inactivity has become a major public health problems in the 21st century [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], about 80% adolescents worldwide do not have sufficient physical activity participation [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], which deteriorates their present and future health. Previous scientific studies have shown that physical inactivity can have a significant negative impact on health across the lifespan, rising the risk of cardiovascular and chronic diseases [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. In addition, the emotional and mental health of adolescents has declined in recent years [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Adolescence is as a time of change: hormonal and physical changes, changes in the social environment, and changes in the brain and psyche, which make adolescents vulnerable to mental health problems [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Therefore, it is important to identify the factors associated with improving physical activity levels and enhancing well-being and emotional health in adolescents. It is also worth drawing attention to the fact that digital technology pervades every aspect of our daily life, adolescents are increasingly immersed in a world of screens. This extensive screen time, involving the use of televisions, computers, tablets, and smartphones, has become a significant concern for public health due to its potential detrimental effects on the physical health of young individuals [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Research has consistently indicated that prolonged periods of sedentary behavior, characterized by excessive screen time, is associated with a myriad of health risks, including obesity, cardiovascular issues, and mental health disorders [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Nowadays, physical literacy is seen as an important element in reducing sedentary behaviour and promoting physical activity and human well-being [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Promoting physical literacy may be a powerful means of addressing inadequate physical activity and excessive screen time among adolescents.\u003c/p\u003e \u003cp\u003ePhysical literacy is a rising and multidimensional construct, includes physical, cognitive, social and affective domains [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. International Physical Literacy Association described physical literacy as \u0026ldquo;the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Promoting physical literacy is one of the most significant means of achieving human flourishing, it contributes to the stimulation of human potential, enhances physical and mental health, and improves the individual's positive self cognitive and self-acceptance. The synergy between physical literacy and human flourishing has led the world to place increasing emphasis on physical literacy as a valuable competency [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePhysical literacy plays a formative role in shaping physical activity trajectories from a young age, developing physical literacy is a gateway to increasing physical activity participation. And it constitutes the essential element for cultivating sustained involvement in physical activity throughout ones lifespan and is indispensable for the preservation of vigorous physical healthy [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Existing research has found that physical literacy are associated with physical activity participation [\u003cspan additionalcitationids=\"CR19\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] and sedentary behaviours [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Mazzoli team\u0026rsquo;s research shown that overall physical literacy scores correlate with children's adherence to physical activity guidelines (PAG), and domains of physical literacy (i.e. physical, psychological, social, cognitive) have also been found to significantly correlate with children's adherence to PAG [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. This illustrates the positive correlation between physical literacy and physical activity. A longitudinal study further noted that physical literacy predicts physical activity and reduces sedentary behaviour characterised by screen time [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Moreover, it is worth noting that Belanger and his colleagues found children who have high score on physical literacy domains of physical competence and motivation and confidence are more likely to adherence to Canadian physical activity and sedentary behaviour guidelines, whereas knowledge and understanding of physical activity principles was not related to guideline adherence [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Therefore, it is necessary to continue to explore the link between physical literacy and physical activity and to explore the mechanisms by which physical literacy promotes physical activity.\u003c/p\u003e \u003cp\u003eMoreover, a previous study showed that children with epilepsy had longer screen time compared to normal children, and that the longer screen time limited their physical literacy [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. A study of Canadian children indicated that all three subdomains of physical literacy (physical competence, motivation and confidence, knowledge and understanding) were negatively correlated with screen time-based sedentary behaviors (TV viewing, computer and video game), and motivation and confidence may be the most important domain in reducing children's overall sedentary behavior [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Therefore, it is reasonable to infer that there is a correlation between physical literacy and screen time. There is less research on the relationship between physical literacy and screen time, it is worth exploring the link further to enrich the existing literature.\u003c/p\u003e \u003cp\u003eResilience emerges as a key factor when exploring how adolescents cope with challenges of mental problem. Resilience is the capacity to adaptively coping with adversity and stress in life and still maintain normal physiological and psychological functioning [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. It is an important protective factor against psychological distress. Previous study indicate that individuals with high resilience scores tend to exhibit lower level of depressive symptoms [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Developing resilience in children and adolescents enhances their capacity, flexibility and coping strategies in the face of developmental changes and life stressors, in order to \u0026ldquo;bounce back\u0026rdquo; from difficult life experiences and achieve positive development and mental health [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Prior research has mostly explored the links between physical literacy and mind factors, for example, Melby et al showed that physical literacy plays an important role in promoting the well-being of children [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Whereas resilience, a key competency for adolescents to maintain a state of mental well-being; physical literacy, as an important competency for improving the health and well-being of adolescents [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], they are share commonalities, core elements of both physical literacy and resilience are enhanced in environments that help develop the ability to overcome challenges, obstacles or adversity. To our acknowledge, Jefferies team\u0026rsquo;s study discussed positive association between physical literacy and resilience [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. A study of physical education teachers also supports perceived physical literacy as a predictor of resilience [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Furthermore, resilience has been discussed as a mediating variable in numerous studies. For example, previous study discovered that resilience acts as a partial mediator between physical literacy and mental health, as well as a complete mediator between physical literacy and emotional well-being in their research involving college students. Their findings highlighted that physical literacy exerts an indirect influence on mental health [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTo conclude, all of the above studies have only explored the links among the physical literacy or its subdomains and physical activity, resilience, screen time and almost have focused on variables. Few articles have classified people with different physical literacy characteristics into different categories to further explore their effects on physical activity, resilience and screen time. To the best of our knowledge, only one study has used latent profile analysis, a person-oriented approach, to explore how the domains of physical literacy interact with each other to influence physical activity participation [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Given the dynamic and heterogeneous nature of physical literacy development, it is necessary to continue to explore potential subgroups of physical literacy using person-oriented approach.\u003c/p\u003e \u003cp\u003eThe latent profile analysis, a form of latent class analysis used in the evaluation of continuous indicators, a categorical latent variable approach to uncover unobserved heterogeneity in a population and to identify meaningful groups of individuals that were similar in their responses to measurement indicators [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Latent profile analysis has been extensively employed in numerous studies and is widely recognized for its robust scientific and persuasive capabilities in effectively identifying subgroup classifications [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. This person-centred approach to research can lead to a better understanding of how domains of physical literacy interact with each other to influence other factors (including physical activity, resilience, screen time). Given that previous research has confirmed that physical literacy is positively correlated with physical activity, leisure time exercise, positive affect and vitality, and negatively correlated with negative affect [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Therefore, It is reasonable to hypothesis that physical literacy is positively associated with physical activity, resilience and negatively associated with screen time.\u003c/p\u003e \u003cp\u003eFurthermore, resilience has been identified as an important variable influencing the translation of physical activity intentions into physical activity behaviour [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. That is, individuals who possess strong resilience are more inclined to engage in physical activity. Meanwhile, existing literature states that physical literacy through physical activity is an effective way to develop resilience and the psychological factors [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. In summary, there may be reciprocal facilitation of the link between physical activity and resilience. Additionally, according to the framework of resilience in action [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], resilience is an important protective factor against the problem of Internet addiction in adolescents, adequate external resources can reduce adolescents' Internet addiction by influencing resilience [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. However, mechanisms from physical literacy as an independent variable acting on individuals physical activity and screen time through resilience are still lacking. Therefore, a crucial objective of this study is to examine the functions of resilience in the association between different physical literacy profiles and physical activity, screen time.\u003c/p\u003e \u003cp\u003eTo conclude, our study aim to 1) examine the physical literacy profiles of adolescents on knowledge and understanding, sense of self and self-confidence, self-expression and communication with others in Perceived Physical Literacy Instrument. 2) analyse the relationship between perceived physical literacy profiles of adolescents and physical activity, screen time and resilience. 3) explore the role of resilience between physical literacy profiles and physical activity, screen time.\u003c/p\u003e"},{"header":"2. Materials and methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Participants\u003c/h2\u003e \u003cp\u003eA total of 1004 students (554girls, 55.2%) between the ages of 10 and 18 years (\u003cem\u003eM\u003c/em\u003e\u0026thinsp;=\u0026thinsp;14.84 \u003cem\u003eSD\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.79) in 5th and 12th grade of primary and secondary school participated in this study. The students were from primary and secondary schools in Changchun, Jilin, China. The sample size for this study was large enough to examine the psychometric properties of the perceived physical literacy instrument based on the criterion requiring 5\u0026ndash;10 participants per item. All participants signed a voluntary consent form. And the study was ethically reviewed by the Ethics Committee of Northeast Normal University\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Self-report measures\u003c/h2\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003ch2\u003e2.2.1. Physical Literacy\u003c/h2\u003e \u003cp\u003eTo assess physical literacy, the Chinese version perceived physical literacy instrument (PPLI) was used, the PPLI has 3 dimension to measure physical literacy, knowledge and understanding, self-perception and self-confidence, and self-expression and communication with others, each dimension has 3 items, 9 items in total scale [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. The PPLI used in this study was based on the 9 item Cantonese version, which was used for measuring physical literacy level of adolescents in Hong Kong. All item are measured on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), and the total score ranged from 9 to 45. Our study converted it from the Cantonese version to simplified Chinese version to ensure that children and adolescents in mainland China could understand the content of the questionnaire. In this study, the Cronbach\u0026rsquo;s alphas coefficient for the PPLI was 0.873.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003e2.2.2. Physical Activity\u003c/h2\u003e \u003cp\u003eThe revised Physical Activity Rate Scale (PARS-3) was used to assess adolescents\u0026rsquo; physical activity [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. Time, intensity, and frequency of participation are the three factors that PARS-3 uses to measure the quantity of physical activity. The scale had three items that were scored on a five-point rating system from 1 to 5, with physical activity volume being equal to intensity \u0026times; (Time-1) \u0026times; frequency. The score has a minimum of 0 points and a maximum of 100. Low physical activity volume is represented by 0\u0026ndash;19 points, moderate physical activity volume by 20\u0026ndash;42 points, and high exercise volume by \u0026ge;\u0026thinsp;43 points [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Retest reliability was 0.82 and internal consistency was 0.856 [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003e2.2.3. Resilience\u003c/h2\u003e \u003cp\u003eBrief Resilience Scale (BRS) was used to assess adolescents\u0026rsquo; resilience [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. BRS was a 6-item and single-factor structure instrument, including 3 forward questions and 3 reverse questions in the 6 items. Comprising a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Examples of the items were, \u0026ldquo;I tend to bounce back quickly after hard times\u0026rdquo; and \u0026ldquo;I have a hard time making it through stressful events\u0026rdquo;. The total score on the scale ranged from 6 to 30. A higher total score represents higher levels of resilience. The Chinese translation of the BRS was developed with a backtranslation procedure to ensure accuracy. BRS has been shown to have good reliability when applied to Chinese [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. In this study, the Cronbach\u0026rsquo;s alphas coefficient for the BRS was 0.807.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003e2.2.4. Screen Time\u003c/h2\u003e \u003cp\u003eOne self-rated item was designed to measure the screen time of the adolescents in this study (\u0026ldquo;How much of your extracurricular time each day is spent \u0026ldquo;watching TV\u0026rdquo; and \u0026ldquo;surfing the Internet or playing games\u0026rdquo;?\u0026rdquo;). Participants responded on a 6-point scale (1: None, 2: Less than 1 hour, 3: About 1 to 2 hours, 4: About 3 to 4 hours, 5: About 3 to 4 hours, 6: More than 4 hours).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Statistical analysis\u003c/h2\u003e \u003cp\u003eAll analysis except for LPA were conducted using IBM SPSS Statistics 27.0 for Windows. LPA was performed using Mplus version 8.3.\u003c/p\u003e \u003cp\u003eFirst, Descriptive statistics and the correlations among key variables were conducted.\u003c/p\u003e \u003cp\u003eSecond, considering that this study used a person-oriented analysis technique, latent profile analysis was conducted to distinguish homogeneous groups of adolescents with respect to knowledge and understanding, self-perception and self-confidence, and self-expression and communication with others of the PPLI. The model selection and comparison were conducted by evaluating the fit of a 1-profile model, and the number of latent classes was then incrementally increased until the addition of latent classes was not justice. The determination of the number of profiles was based on the following criteria: (1) The Bayesian Information Criterion (BIC), Akaike Information Criterion (AIC), and the adjusted BIC (aBIC); where low values of these fit indices indicate a better fit of the model [\u003cspan additionalcitationids=\"CR49\" citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. (2) the p-values(\u0026lt;\u0026thinsp;.05) of the Lo-Mendell-Rubin test (LMR) and the Bootstrap likelihood ratio (BLRT) were considered to determine whether a more complex model (t classes) would fit the data significantly better than a more simple model (t-1 class) [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. In addition, the sample size of each class was evaluated, deciding that models with any class of \u0026lt;\u0026thinsp;5% would not be taken into account, as they may be spurious [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. (3) Entropy was also considered to determine the accuracy of class classification, values above 0.80 indicate a high accuracy of classification. And Entropy values below 0.6 indicates that there are more than 20 percent errors in the classification of individuals [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAfter determining the best profile selection, in order to determine if there are significant differences in terms of physical activity, resilience and screen time. The scores of these terms will be compared cross the latent profiles, using the one-way analysis of covariance (ANOVA).\u003c/p\u003e \u003cp\u003eLastly, Since the independent variable (different levels of physical literacy: low, moderate, high) is a multicategorical independent variable in the mediating effect to be explored in this study, and the mediating variable (resilience) and the dependent variables (physical activity and screen time) are continuous variables, so two mediation models for resilience were tested using Models 4 in Hayes' PROCESS macro for SPSS.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Descriptive statistic and correlation analysis\u003c/h2\u003e \u003cp\u003eThe result of descriptive statistics and correlations among the main variables are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Three type of physical literacy showed intercorrelations. Specifically, low physical literacy is negative correlation with moderate physical literacy and high physical literacy (r = -0.439**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01; r = -0.384**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01); moderate physical literacy is negative correlation with high physical literacy (r = -0.661**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). Additionally, low and moderate physical literacy is negative correlation with physical activity (r = -0.269**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01; r = -0.064*, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and resilience(r = -0.269**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01; r = -0.064*, p\u0026thinsp;\u0026lt;\u0026thinsp;.05). And low physical literacy is positive correlation with screen time (r\u0026thinsp;=\u0026thinsp;0.088*, p\u0026thinsp;\u0026lt;\u0026thinsp;.05), moderate physical literacy is not significantly correlation with screen time. High physical literacy is positive correlation with physical activity (r\u0026thinsp;=\u0026thinsp;0.290**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and resilience (r\u0026thinsp;=\u0026thinsp;0.379**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and negative correlation with screen time ( r = -0.098**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). In addition, physical literacy is positive correlation with physical activity and resilience, and negative correlation with screen time (r\u0026thinsp;=\u0026thinsp;0.363**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01; r\u0026thinsp;=\u0026thinsp;0.499**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01; r = -0.139**, p\u0026thinsp;\u0026lt;\u0026thinsp;.01).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Latent profile analysis\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e show the results of the latent profile analysis based on knowledge and understanding, self-perception and self-confidence, and self-expression and communication with others of the PPLI. It shows that the values of Log likelihood, AIC, BIC, and aBIC decrease coherently as the number of classes increases [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Since the p-values of the LMR and BLRT tests are statistically significant, the smallest profiles contains more than 5% of the sample, and the entropy has a value of 0.851, indicating great accuracy. Compared to the three-profile model, in the four-profile model, the entropy value reached 0.895, indicating better classification accuracy. However, the p-values for LMR do not indicate statistically significant differences, indicating a profile that includes less than 5% of the participants. Therefore, three profiles were chosen for subsequent analyses.\u003c/p\u003e \u003cp\u003eThree profiles were found. Profile 1, labeled low physical literacy, represents 20% of the sample, with low levels of knowledge and understanding, sense of self and self-confidence and self-expression and communication with others. Profile 2, labeled moderate physical literacy, represents 43% of the sample and is characterized by moderate levels of three domains. Profile 3, high physical literacy represents 37% of the sample, with high levels of three domains. Mean values and standard error of the study\u0026rsquo;s variables for each profile are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. ANOVA was utilized to examine difference among three profiles on the outcome of physical activity, resilience and screen time. Post-hoc comparisons reveal significant differences between three profiles. Post-hoc comparisons indicated adolescents in profile 1 (Low physical literacy) showed a significantly lower level of physical activity, resilience than adolescents in profiles 2 and 3 (Moderate and high physical literacy). There was no significant difference in screen time between profile 2 and profile 1, 3. Profile 3 had shorter screen time than profile 1 (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Mean values of 3 profiles are graphically presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.3. The mediation role of resilience\u003c/h2\u003e \u003cp\u003eUsing Model 4 of the PROCESS macro, two mediation models were tested, with profile membership as the independent variable, physical activity and screen time as the dependent variable, and resilience as mediation variables. First, using dummy coding, the profile membership was coded into X1 (0\u0026thinsp;=\u0026thinsp;profile 1, 1\u0026thinsp;=\u0026thinsp;profile 2, 0\u0026thinsp;=\u0026thinsp;profile 3), X2 (0\u0026thinsp;=\u0026thinsp;profile 1, 0\u0026thinsp;=\u0026thinsp;profile 2, 1\u0026thinsp;=\u0026thinsp;profile 3). Two mediation models were present in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003eThe results of the mediation model with physical activity as the dependent variable model was present in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. In the omnibus test of total effects, F\u0026thinsp;=\u0026thinsp;66.85, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, indicating that the two relative total effects are not all meaningless; In the omnibus test of direct effect, F\u0026thinsp;=\u0026thinsp;44.82, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, indicating that the two relative direct effects are not meaningless [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. Therefore, it is necessary to conduct further relative mediation analyses. The results of the relative mediation analysis are as follows: Taking low physical literacy as the reference group, the mediating effect of moderate physical literacy on physical activity through resilience was 0.57 (a\u003csub\u003e1\u003c/sub\u003eb\u0026thinsp;=\u0026thinsp;0.57), Bootstrap 95% CI [0.11, 1.14], which does not include 0, indicating that the relative mediating effect is significant (a\u003csub\u003e1\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;1.49, b\u0026thinsp;=\u0026thinsp;0.38, a\u003csub\u003e1\u003c/sub\u003eb\u0026thinsp;=\u0026thinsp;0.57) [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. That is, adolescents with moderate physical literacy experience better resilience than those with low physical literacy by 1.49 (a\u003csub\u003e1\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;1.49), and the physical activity of adolescents with moderated physical literacy also increases (b\u0026thinsp;=\u0026thinsp;0.38). The relative direct effect is significant (c'\u003csub\u003e1\u003c/sub\u003e = 5.44, p\u0026thinsp;=\u0026thinsp;.001), indicating that after excluding the mediating effect, the physical activity of adolescents with moderated physical literacy is still 5.44 more than that of adolescents with low physical literacy; the relative total effect is significant (c\u003csub\u003e1\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;6.00, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and the effect size of the relative mediating effect is 9.5% (0.57/6.00). Similarly, taking low physical literacy as the reference group, the mediating effect of moderate physical literacy on physical activity through resilience was 1.86 (a\u003csub\u003e2\u003c/sub\u003eb\u0026thinsp;=\u0026thinsp;1.86), Bootstrap 95% CI [0.42, 3.34], which does not include 0, indicating that the relative mediating effect is significant (a\u003csub\u003e2\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;4.90, b\u0026thinsp;=\u0026thinsp;0.38, a\u003csub\u003e2\u003c/sub\u003eb\u0026thinsp;=\u0026thinsp;1.86). That is, adolescents with high physical literacy experience greater resilience than those with low physical literacy by 4.90 (a\u003csub\u003e2\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;4.90), so the physical activity of adolescents with high physical literacy also increases (b\u0026thinsp;=\u0026thinsp;0.38). The relative direct effect is significant (c'\u003csub\u003e2\u003c/sub\u003e = 15.94, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), indicating that after excluding the mediating effect, the physical activity of adolescents with high physical literacy is still 15.94 more than that of adolescents with low physical literacy; the relative total effect is significant (c\u003csub\u003e2\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;17.79, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and the effect size of the relative mediating effect is 10.4% (1.86/17.79). This result indicated adolescents with better physical literacy have more physical activity.\u003c/p\u003e \u003cp\u003eThe results of the mediation model with screen time as the dependent variable model was present in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e. Because adolescents categorized as moderate physical literacy did not show a significant correlation in the correlation analysis with screen time. Therefore, we did not report the result of its mediation analyse, only showing the results of high physical literacy. In the omnibus test of total effects, F\u0026thinsp;=\u0026thinsp;7.71, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; In the omnibus test of direct effect, F\u0026thinsp;=\u0026thinsp;3.20, p\u0026thinsp;=\u0026thinsp;0.041. It is necessary to conduct further relative mediation analyses. The results of the relative mediation analysis are as follows: taking low physical literacy as the reference group, the mediating effect of moderate physical literacy on screen time through resilience was-0.15 (a\u003csub\u003e2\u003c/sub\u003eb=།0.15), Bootstrap 95% CI [།0.21, །0.04], which does not include 0, indicating that the relative mediating effect is significant (a\u003csub\u003e2\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;4.90, b=།0.03, a\u003csub\u003e2\u003c/sub\u003eb=།0.15). That is, adolescents with high physical literacy have shorter screen time than those with low physical (b=།0.03). The relative direct effect is significant (c'\u003csub\u003e2\u003c/sub\u003e=།0.28, p\u0026thinsp;=\u0026thinsp;0.013), indicating that after excluding the mediating effect, the screen time of adolescents with high physical literacy is still 0.28 less than that of adolescents with low physical literacy; the relative total effect is significant (c\u003csub\u003e2\u003c/sub\u003e=།0.40, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and the effect size of the relative mediating effect is 37.5% (།0.15/།0.40). This result suggests that adolescents with better physical literacy have shorter screen time, and adolescents with high physical literacy have short screen time through increased resilience.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics and intercorrelations for key variables among adolescence (N\u0026thinsp;=\u0026thinsp;1004)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Gender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Age\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Low PL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.092*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. Moderate PL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.096*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.439**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. High PL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.088**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.137*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.384**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-0.661**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. Physical literacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.134**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.108*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.672**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-0.229**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.796**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. Physical activity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.263**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.096*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.269**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-0.064*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.290**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.363**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. Resilience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.211**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.253**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-0.163**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.379**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.499**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.190**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. Screen time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.075*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.088*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.098**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.139**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.134**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eMin\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eMax\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.840\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.203\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.430\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.367\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e35.136\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e20.019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e20.512\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e2.639\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.792\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.403\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.495\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.482\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e6.289\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e20.333\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e4.780\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e1.175\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"10\" nameend=\"c10\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNOTE\u003c/em\u003e:* \u003cem\u003ep\u003c/em\u003e\u0026lt; .05, **\u003cem\u003ep\u003c/em\u003e\u0026lt; .01.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eModel fit of the latent profile analysis.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo. of profile\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eaBIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLMR p-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eBLRT p-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEntropy\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eProportion\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1 profile\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13972.650\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14002.120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13983.064\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2 profiles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13076.680\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13125.797\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13094.037\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.761\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.47/0.53\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3 profiles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12659.101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12727.866\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12683.401\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.851\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.20/0.43/0.37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4 profiles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12522.192\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12610.603\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12553.434\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.139\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.895\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.02/0.22/0.38/0.38\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: N\u0026thinsp;=\u0026thinsp;1004, the LMR test and the BLRT compare the current model to a model with k-1 profiles. AIC\u0026thinsp;=\u0026thinsp;Akaike\u0026rsquo;s information criterion; BIC\u0026thinsp;=\u0026thinsp;Bayesian information criterion; aBIC\u0026thinsp;=\u0026thinsp;sample-adjusted BIC; LMR\u0026thinsp;=\u0026thinsp;Lo\u0026ndash;Mendel\u0026ndash;Rubin; BLRT\u0026thinsp;=\u0026thinsp;bootstrap likelihood ratio test. * = p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eNote\u003c/strong\u003e \u003cp\u003eProfile 1\u0026thinsp;=\u0026thinsp;low physical literacy, profile 2\u0026thinsp;=\u0026thinsp;moderate physical literacy, profile 3\u0026thinsp;=\u0026thinsp;high physical literacy.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMean scores for the subdomains of physical literacy by profile.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfile1(Low PL)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eprofile2(Moderate PL)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eprofile3(High PL)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;204(20%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;432(43%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;368(37%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e (SE)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e (SE)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e (SE)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKU\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e9.05(.17)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.02(.10)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.45(.07)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e9.06(.15)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11.61(.08)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.43(.07)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8.58(.20)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.13(.12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12.53(.15)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: PL\u0026thinsp;=\u0026thinsp;Physical Literacy; KU\u0026thinsp;=\u0026thinsp;Knowledge and understanding; SS\u0026thinsp;=\u0026thinsp;Sense of self and self-confidence; SC\u0026thinsp;=\u0026thinsp;Self-expression and Communication with others.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDifferences between the profiles according to physical activity, resilience and screen time,.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfile1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eprofile2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eprofile3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePost hoc comparisons\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;204(20%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;432(43%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;368(37%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e(SD)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e(SD)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e(SD)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ephysical activity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10.91(14.11)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16.91(15.49)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.71(24.59)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;.001**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u0026gt;2\u0026gt;1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eresilience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18.08(4.13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19.56(4.15)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.98(4.73)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;.001**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u0026gt;2\u0026gt;1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003escreen time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.88(1.32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.65(1.13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.48(1.12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;.001**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u0026gt;3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: 3\u0026gt;2\u0026gt;1, 1\u0026gt;3\u0026thinsp;=\u0026thinsp;comparison between specific profiles. **=P\u0026lt;.001, *=P\u0026lt;.01\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTesting the moderation model of resilience\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePathway of mediation effect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEffect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLLCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eULCI\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1\u0026rarr; PA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5.44*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1\u0026rarr; R\u0026rarr; PA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.57*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2\u0026rarr;PA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15.94*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.07\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2\u0026rarr; R\u0026rarr; PA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1.85*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eNote: PA\u0026thinsp;=\u0026thinsp;physical activity, R\u0026thinsp;=\u0026thinsp;resilience; Low physical literacy as reference group. * indicates significant effect\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTesting the moderation model of resilience\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePathway of mediation effect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEffect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLLCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eULCI\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2\u0026rarr;ST\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.28*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2\u0026rarr; R\u0026rarr; ST\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.13*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.04\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eNote: ST\u0026thinsp;=\u0026thinsp;screen time, R\u0026thinsp;=\u0026thinsp;resilience; Low physical literacy as reference group. * indicates significant effect\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eNote\u003c/strong\u003e \u003cp\u003ePA\u0026thinsp;=\u0026thinsp;physical activity, ST\u0026thinsp;=\u0026thinsp;screen time, R\u0026thinsp;=\u0026thinsp;resilience.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThis study aimed to explore the best profiles of Chinese mainland adolescents according to three domains knowledge and understanding, self-perception and self-confidence, self-expression and communication with others of the Chinese version PPLI, and to determine whether these profiles differ from each other regarding physical activity, resilience and screen time. Meanwhile, explore the role of resilience between profiles and physical activity, screen time.\u003c/p\u003e \u003cp\u003eLatent profile analysis of the PPLI data from adolescents to identify best profiles. According to the degree of alignment between input variables to categorize adolescents. The three profiles founded in this study: low physical literacy (20%), moderate physical literacy (43%), high physical literacy (37%). Adolescents categorized as having high physical literacy show higher levels of physical activity, better resilience, and less screen time than each other profiles adolescents. As previous studies suggested, adolescents may have different level of physical literacy [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. However, participants with 2 different enjoyment categories of low physical literacy classifications were not found in this study. This may stem from differences in the input variables used, different input variable lead to different result. And the number of people with low enjoyment of low physical literacy in the previous study was only 2%. In this study, the category with total number of people less than 5% was not retained as it did not meet the optimal model fit criteria, this may also be one of the reasons for the different classification of the profiles [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Moreover, our study include cognitive element of physical literacy, it complements previous literature that was missing this element interacting with other domains (physical competence, confidence, motivation) in physical literacy to influence other related factors. In conclude, this study enriches the previous literature, with few studies using latent profile analysis to identify similar physical literacy subgroups and analyse its associations with physical activity, resilience and screen time.\u003c/p\u003e \u003cp\u003eMoreover, our study showed that high physical literacy related to greater physical activity. This is consistent with previous study. Many cross-sectional studies have demonstrated varying degrees of correlation between physical literacy and physical activity [\u003cspan additionalcitationids=\"CR19\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Clark et al. in their longitudinal observational study also noted that increased physical literacy was associated with better physical activity participation among youths [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Physical activity is the gateway to physical activity participation and physical activity is the core of physical activity, they are inextricably linked [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. In this study, the result showed that physical activity scores increase as the physical activity level rises, which is consistent with the findings of previous studies. Currently, only a third of the sample is classified as having high physical literacy. This is in line with the current lack of physical activity among most children and adolescents [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Therefore, improving physical literacy may be an effective measure to increase adolescents\u0026rsquo; physical activity participation. In addition, this study indicated that the scores of the domains of physical literacy are consistent across the profiles. Therefore, every core domain of physical literacy should be taken seriously, to enhance physical activity participation of adolescents.\u003c/p\u003e \u003cp\u003eThis study found that low physical literacy is link with longer screen time. Increased screen time often means an increase in sedentary behaviour and a decrease in an individual's participation in physical activity, which indirectly affects the development of physical abilities. Prolonged screen time can lead to a lack of adequate exercise, which can affect physical attributes such as muscular strength, endurance, balance and coordination [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. From the perspective of motivation and confidence, adolescent students have poor self-control and may gradually lose motivation to participate in physical activities when they are addicted to the content provided by screen media. In addition, screen media may provide more immediate gratification, thereby reducing an individual's motivation to engage in physical activity for long-term health benefits and willingness to derive enjoyment and pleasure [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. And the reduction in individual physical activity participation, resulting in a lack of practice and successful experiences can reduce an individual's self-efficacy in physical activity, which in turn affects their confidence [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. In terms of enjoyment, instant gratification from screen media is more readily available, which also reduces the individual's enjoyment and pleasure and willingness to derive enjoyment and pleasure from physical activity.\u003c/p\u003e \u003cp\u003eFewer studies have focused on the contribution of physical literacy to mind factors. This study supports that high physical literacy is associated with better resilience. Specifically, our study found that an individual's resilience is associated with their knowledge and understanding, self confidence and social competence, which are the key components of physical literacy. This is consistent with previous study, in which resilience was positively correlated with physical literacy [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. This study further found that with \u0026ldquo;low physical literacy\u0026rdquo; as the control group, \u0026ldquo;moderate physical literacy\u0026rdquo; and \u0026ldquo;high physical literacy\u0026rdquo; could increase adolescents\u0026rsquo; physical activity levels through resilience, meanwhile \u0026ldquo;high physical literacy\u0026rdquo; could decrease adolescents\u0026rsquo; screen time partially by resilience. This result suggests that resilience is an important mediator of different physical literacy levels influencing adolescents' physical activity. Resilience is the ability of an individual to respond psychologically in the face of adversity, sadness, or other major life stressors, and it not only affects a person's ability to cope with changes in their life, but it is also an important factor in physical activity and well-being. Previous researchers have noted that resilience significantly and positively influences physical activity, individuals with high levels of resilience are more likely to maintain positive physical activity habits in the face of challenges, as they are better equipped to cope with stress and adversity in order to maintain or increase their own levels of physical activity [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. This may stem from resilience can give individuals the perception of strength and improve their behavioral motivation level, high level of resilience facilitates the transformation of physical activity intentions into physical activity behaviors [\u003cspan additionalcitationids=\"CR59\" citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. In addition, resilience is an important resource for people to have positive emotional experiences. Individuals with good resilience show better perseverance and are able to focus more on goals to minimize negative emotions [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. Individuals with great resilience have higher levels of positive emotional experience during physical activity, lower subjective feelings of fatigue, better enjoyment [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Feelings of pleasure in physical activity increase willingness to participate in physical activity, which explains their higher levels of physical activity. In summary, resilience serves as a mediating variable that enhances the impact of physical literacy on positive physical activity behaviors, making individuals more likely to maintain or increase physical activity in the face of challenges and stresses.\u003c/p\u003e \u003cp\u003eMeanwhile, our findings support the view that resilience represents a potential mechanism that could partially explain how physical literacy is related to screen time. Previous study noted a negative correlation between middle school students' resilience and their attachment to smartphones [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. Resilience may reflect an individual's ability to control screen time such as watching TV, computers, and playing video games [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. Prior research has often viewed resilience as a protective factor for individual development that can help individuals cope with changes in factors in their surroundings and resist negative influences [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. Individuals with higher psychological resilience may be more able to effectively cope with the potential negative effects of screen time, such as reducing sedentary behavior and increasing physical activity [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. To conclude, our study suggests that when planning interventions to reduce screen time in adolescents, it is imperative to consider implementing strategies that bolster each core domain of physical literacy and prioritize the enhancement of resilience.\u003c/p\u003e \u003cp\u003eDespite finding new evidence of the correlation between perceived physical literacy and physical activity, resilience, screen time, there are still some limitations to this study. First, this study use the Perceived Physical Literacy Instrument to measure physical literacy, which did not actually measure the motor competence of adolescents. In future research, a combination of subjective and objective physical literacy instruments should be selected to measure additional physical literacy domains, which may lead to more valuable findings. Secondly, continuing to explore the mechanisms of action and moderating variables of the correlation between physical literacy and factors such as physical activity is a direction for future research. Third, using questionnaires to gather data on physical literacy and other variables might introduce bias since differences in willingness to disclose information or inaccuracies in recalling details could impact the results. Last, a cross-sectional research design was utilized, therefore this study cannot be used to infer causality. Physical literacy is a dynamic and evolving process. In the future, it is necessary to continue conducting longitudinal studies to explore the association among physical literacy, physical activity, resilience, and screen time as time progresses.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThe present study with Chinese mainland adolescents identified three profiles according to the alignment of their sense of self and self-confidence, self-expression and communication with others in PPLI. Findings indicate the holistic development of physical literacy is a foundation for promoting physical activity, resilience and decreasing screen time. Further more, resilience is a critical mediator between physical literacy for physical activity and reduced screen time. In the future, appropriate environments should be created for adolescents to develop their physical literacy and resilience.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Ethics Committee of Northeast Normal University. The study was conducted in accordance with the Declaration of Helsinki. Written informed consent to participate in this study was provided by the participants’\u0026nbsp;and their parents or legal guardian.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data can be obtained from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOn behalf of all authors, the corresponding author states that there is no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eYang Kaixin (First Author): Conceptualization, Data Curation, Formal Analysis, Methodology, Software, Writing Original Draft, Writing review\u0026amp;Editing.\u003c/p\u003e\n\u003cp\u003eLin Jiabin (Corresponding Author): Conceptualization, Investigation, Methodology, Funding Acquisition, Resources, Supervision, Writing review\u0026amp;Editing.\u003c/p\u003e\n\u003cp\u003eZhu Shanshan: Validation, Funding Acquisition, Supervision.\u003c/p\u003e\n\u003cp\u003eYu Ying: Writing review\u0026amp;Editing, Validation.\u003c/p\u003e\n\u003cp\u003eLai Xiaomei: Data Curation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWu Shengyu: Writing review\u0026amp;Editing.\u003c/p\u003e\n\u003cp\u003eLiu Xian: Writing review\u0026amp;Editing.\u003c/p\u003e\n\u003cp\u003eAll authors reviewed the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThanks for the supporting by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568).\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eDeclarations\u003c/h2\u003e \u003cp\u003e \u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e \u003cp\u003e This study was approved by the Ethics Committee of Northeast Normal University. The study was conducted in accordance with the Declaration of Helsinki. Written informed consent to participate in this study was provided by the participants\u0026rsquo; and their parents or legal guardian.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for publication\u003c/strong\u003e \u003cp\u003eNot Applicable.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eCompeting Interests\u003c/h2\u003e \u003cp\u003eOn behalf of all authors, the corresponding author states that there is no conflict of interest.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThis work was supported by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568).\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eYang Kaixin (First Author): Conceptualization, Data Curation, Formal Analysis, Methodology, Software, Writing Original Draft, Writing review\u0026amp;Editing.Lin Jiabin (Corresponding Author): Conceptualization, Investigation, Methodology, Funding Acquisition, Resources, Supervision, Writing review\u0026amp;Editing.Zhu Shanshan: Validation, Funding Acquisition, Supervision.Yu Ying: Writing review\u0026amp;Editing, Validation.Lai Xiaomei: Data Curation. Wu Shengyu: Writing review\u0026amp;Editing.Liu Xian: Writing review\u0026amp;Editing.All authors reviewed the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e \u003cp\u003eThanks for the supporting by the Social Science Foundation of Changchun Normal University (CSJJ2024003GSK); Humanities and Social Science Fund Project of the Ministry of Education of China (22YJC89057); Humanities and Social Sciences Project Fund of the Jilin Province (2021C100); Humanities and Social Sciences Project Fund of the Jilin Provincial Department of Education (JJKH20240985SK); Jilin Provincial Sports Bureau project (202335); Jilin Provincial Education Science Planning Project (GH23568).\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used during the current study are available from the corresponding author on resonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eWarburton, D.E. and S.S.J.C.o.i.c. 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Cairney, \u003cem\u003ePhysical literacy profiles are associated with differences in children\u0026rsquo;s physical activity participation: A latent profile analysis approach.\u003c/em\u003e Journal of Science and Medicine in Sport, 2020. \u003cstrong\u003e23\u003c/strong\u003e(11): p. 1062-1067.\u003c/li\u003e\n\u003cli\u003eKhan, A., et al., \u003cem\u003eDose-dependent and joint associations between screen time, physical activity, and mental wellbeing in adolescents: an international observational study.\u003c/em\u003e 2021. \u003cstrong\u003e5\u003c/strong\u003e(10): p. 729-738.\u003c/li\u003e\n\u003cli\u003eElsborg, P., et al., \u003cem\u003eAssociations between previous sport and exercise experience and physical literacy elements among physically inactive Danes.\u003c/em\u003e 2021. \u003cstrong\u003e21\u003c/strong\u003e: p. 1-10.\u003c/li\u003e\n\u003cli\u003eTANG Fangwu, W.W., \u003cem\u003eInfluence mechanism of college students\u0026apos; mental toughness on physical exercise behavior: Based on the perspective of habit control and resisting temptation.\u003c/em\u003e Journal of Physical Education, 2024. \u003cstrong\u003e31\u003c/strong\u003e(5): p. 53-61.\u003c/li\u003e\n\u003cli\u003eHannan, T.E., et al., \u003cem\u003eApplying the theory of planned behavior to physical activity: The moderating role of mental toughness.\u003c/em\u003e 2015. \u003cstrong\u003e37\u003c/strong\u003e(5): p. 514-522.\u003c/li\u003e\n\u003cli\u003eGucciardi, D.F.J.J.o.s. and m.i. sport, \u003cem\u003eMental toughness as a moderator of the intention\u0026ndash;behaviour gap in the rehabilitation of knee pain.\u003c/em\u003e 2016. \u003cstrong\u003e19\u003c/strong\u003e(6): p. 454-458.\u003c/li\u003e\n\u003cli\u003eCao, Z., et al., \u003cem\u003eFrom Physical Activity Intention to Behavior: The Moderation Role of Mental Toughness Among College Students and Wage Earners.\u003c/em\u003e 2021. \u003cstrong\u003e12\u003c/strong\u003e: p. 584760.\u003c/li\u003e\n\u003cli\u003eGerber, M., et al., \u003cem\u003eAdolescents\u0026apos; exercise and physical activity are associated with mental toughness.\u003c/em\u003e 2012. \u003cstrong\u003e5\u003c/strong\u003e(1): p. 35-42.\u003c/li\u003e\n\u003cli\u003eUm, Y.-J., et al., \u003cem\u003eRelationships between smartphone dependency and aggression among middle school students: Mediating and moderating effects of ego-resilience, parenting behaviour, and peer attachment.\u003c/em\u003e 2019. \u003cstrong\u003e16\u003c/strong\u003e(19): p. 3534.\u003c/li\u003e\n\u003cli\u003eYang, H.-M. and H.-R.J.B.p. Kim, \u003cem\u003eFather-child attachment on children\u0026rsquo;s screen time: mediating role of ego resilience.\u003c/em\u003e 2024. \u003cstrong\u003e24\u003c/strong\u003e(1): p. 672.\u003c/li\u003e\n\u003cli\u003eLlistosella, M., et al., \u003cem\u003eDevelopment of the individual and environmental resilience model among children, adolescents and young adults using the empirical evidence: an integrative systematic review.\u003c/em\u003e 2022. \u003cstrong\u003e30\u003c/strong\u003e(6): p. e3277-e3299.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"physical literacy, latent profile analysis, adolescence, physical activity, resilience, screen time","lastPublishedDoi":"10.21203/rs.3.rs-6365248/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6365248/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eIntroduction:\u003c/h2\u003e \u003cp\u003ePhysical literacy is an rising construct for promoting human flourishing. However, research on the heterogeneity of individual physical literacy using person-oriented methods is insufficient. Following a person-oriented approach, this study aims to 1) examine the physical literacy profiles of adolescents based on knowledge and understanding, sense of self and self-confidence, self-expression and communication with others in Perceived Physical Literacy Instrument. 2) analyse the relationship between physical literacy profiles of Chinese mainland adolescents, and physical activity, resilience, screen time. 3) explore the role of resilience between physical literacy profiles and physical activity, screen time.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003e1004 adolescents (55.2% girls, age \u003cem\u003eM\u003c/em\u003e\u0026thinsp;=\u0026thinsp;14.84 \u003cem\u003eSD\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.79) grades participated. The key variables were assessed through questionnaire methods. The statistic analyses included latent profile analysis, ANOVA, and mediation modelling.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThree profiles were founded. Low physical literacy (20%), moderate physical literacy (43%) and high physical literacy (37%). Compared with low and moderate physical literacy, high physical literacy adolescents have better physical activity, resilience. High physical literacy adolescents have less screen time compared to low physical literacy adolescents, there was no statistical difference in screen time between moderate physical literacy and low and high physical literacy. Resilience has a mediating effect in profiles and physical activity and screen time.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eFindings suggest that three profiles demonstrating consistency across the domains, resilience is an important factor in promoting physical activity and reducing screen time. Thus, future interventions should focus on fostering resilience and developing each core domains of physical literacy in adolescents across family, school, and community settings.\u003c/p\u003e","manuscriptTitle":"PPLI to profile adolescents in relation to physical activity, resilience, and screen time: Explore the role of resilience","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-14 11:04:29","doi":"10.21203/rs.3.rs-6365248/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"94ca07b1-3e10-4704-b8ca-7a9538dd6a25","owner":[],"postedDate":"May 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-01T08:12:47+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-14 11:04:29","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6365248","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6365248","identity":"rs-6365248","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}