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<p>This study examined the relationship between physical literacy and life satisfaction, as well as the moderating effect of cardiorespiratory fitness in students aged 8–18&#xa0;years. The sample included 723 participants (age = 13.10, ± 1.783; 49.4% female) divided into two age groups: 8–12&#xa0;years (boys = 11.26, ± 0.79; girls = 11.13, ± 0.94) and 13–18&#xa0;years (boys = 14.25, ± 1.16; girls = 14.11, ± 1.11). Students completed self-report questionnaires on physical fitness, physical literacy, and life satisfaction. Statistical analysis included the Mann–Whitney <i>U </i>test for score differences, Spearman’s rho for correlations, and Hedges’ g for effect sizes. Moreover, pick-a-point analysis and Johnson–Neyman analysis were performed to determine the moderating effect of cardiorespiratory fitness. It was observed that cardiorespiratory fitness influenced this relationship in children aged 8–12 years in both positive and negative ways within specific ranges. These findings suggest that enhancing cardiorespiratory fitness can strengthen the positive impact of physical literacy on life satisfaction in younger children, emphasizing the moderating effect of fitness in well-being. Implementing them in educational institutions (e.g. physical education) through physical activity programmes based on cardiorespiratory fitness would constitute an effective strategy.</p>

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Cardiorespiratory capacity as a moderator in the relationship between physical literacy and life satisfaction in primary and secondary physical education students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月9日

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  • Noelia Mayordomo-Pinilla,
  • Jesús García-Mayor,
  • Carmen Galán-Arroyo,
  • Jorge Rojo-Ramos,
  • Pedro Antonio Sánchez-Miguel

摘要

This study examined the relationship between physical literacy and life satisfaction, as well as the moderating effect of cardiorespiratory fitness in students aged 8–18 years. The sample included 723 participants (age = 13.10, ± 1.783; 49.4% female) divided into two age groups: 8–12 years (boys = 11.26, ± 0.79; girls = 11.13, ± 0.94) and 13–18 years (boys = 14.25, ± 1.16; girls = 14.11, ± 1.11). Students completed self-report questionnaires on physical fitness, physical literacy, and life satisfaction. Statistical analysis included the Mann–Whitney U test for score differences, Spearman’s rho for correlations, and Hedges’ g for effect sizes. Moreover, pick-a-point analysis and Johnson–Neyman analysis were performed to determine the moderating effect of cardiorespiratory fitness. It was observed that cardiorespiratory fitness influenced this relationship in children aged 8–12 years in both positive and negative ways within specific ranges. These findings suggest that enhancing cardiorespiratory fitness can strengthen the positive impact of physical literacy on life satisfaction in younger children, emphasizing the moderating effect of fitness in well-being. Implementing them in educational institutions (e.g. physical education) through physical activity programmes based on cardiorespiratory fitness would constitute an effective strategy.