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Engaging in health-risk behaviors (HRBs) may be correlated with depressive symptoms among college students, but these relationships require more research. The purpose of this study was to examine the associations of physical activity levels (i.e., light [LPA] and moderate-vigorous [MVPA]) and HRBs (i.e., sedentary behavior [screen-based and non-screen-based behavior] and cigarette and e-cigarette tobacco use) with depressive symptoms in a sample of college students. Physical activity levels and HRBs were assessed through validated questionnaires. In total, 366 students participated (Mage = 22.59 ± 3.54; 60.1% female; 52.9% normal weight). E-cigarette use in males (ß = 0.23, p < 0.05) and screen-based sedentary behavior in females (ß = 0.14, p < 0.05) showed significant predictive utility toward depressive symptoms. In the overweight/obese group, screen-based sedentary behaviors (ß = 0.19, p < 0.05) and e-cigarette use (ß = 0.23, p < 0.01) showed significant predictive utility toward depressive symptoms. Females reported higher levels of depressive symptoms (Mfemale = 18.23 vs. Mmale = 14.81; η2 = 0.03) and less MVPA (Mmale = 52.83 vs. Mfemale = 41.09; η2 = 0.06) than males. Enhancing mental health by improving physical activity and eliminating HRBs should be tailored toward at-risk demographics.

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Fundamental motor skills (FMS) and cognitive function are important indicators of development in early childhood. Using a cross-sectional design, the purpose of this study was to investigate obesity (healthy weight vs. overweight/obese) and socio-demographic (i.e., gender, SES) disparities in FMS (locomotor and ball skills) and cognitive function (reaction time [RT] and movement time [MT]), in preschoolers. There were 74 preschoolers (girl = 38; Mage = 4.02 ± 0.73) recruited from two childcare centers and were categorized into healthy weight (n = 58, BMI percentile < 85%) and overweight/obese (n = 16, BMI percentile ≥ 85%) categories. Children's FMS were assessed using the TGMD-3; cognitive function was assessed by the iPad-based CANTAB™ software using the Reaction Time Task (RTI), including reaction time (RT; Simple RT [SRT], choice RT [CRT]) and movement time (MT; simple MT [SMT], choice MT [CMT]). Children presented less FMS proficiency compared to recent data. Both weight groups performed comparably in FMS (ps > 0.05; ball skill Cohen's d = 0.40; locomotor Cohen's d = 0.02). Children in the overweight/obese group performed significantly worse on all cognitive tests compared to healthy weight peers (ps < 0.05; Cohen's d range from -0.93 to -1.43). No significant gender or SES disparities were observed. Maintaining healthy weight status is critical for cognitive development among preschoolers, which may influence their developmental trajectory and school readiness.

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OBJECTIVES: Guided by the social ecological model, this study aimed to examine the relations of built environments (i.e., walking/cycling infrastructure, recreation facilities, neighborhood safety/crime), youth's transition abilities, and changes of youth's physical activity (PA) and play behaviors due to COVID-19-based restrictions. Ethnic and socioeconomic status (SES) disparities were also examined on studies variables during the COVID-19 restrictions. METHOD: A cross-sectional research design was used to assess an anonymous online survey completed by US parents/guardians. The final sample had 1324 children and adolescents (Meanage = 9.75; SD = 3.95; 51.3% girls), and 35.5% the families were of upper socioeconomic class (income > $150,000). Parents reported the perceived built environment and neighborhood safety, child's PA and play behaviors during COVID-19 pandemic shelter-in-place restrictions. RESULTS: Youths who had access to safe built environment were more active and played more outdoor/indoor (p < .01). It was found playing behavior in yard and neighborhood were significantly increased, but community-based play behavior was significantly reduced during COVID-19 restrictions. The SEM analysis (χ2/df = 236.04/54; CFI = .966) supported indirect and direct effects of neighborhood safety on PA changes during COVID-19 restrictions, and the youth's ability to respond to COVID-19 restrictions served as a full mediator. Low-SES and Hispanic minority youth reported significantly less safety to walking or playing in their neighborhoods than their middle-/high-SES non-Hispanic peers (p < .001). Regardless of ethnicity, the magnitude of the reduction of MVPA was significantly higher among low-SES groups than that of the high- and middle-SES groups (p < .001). CONCLUSIONS: These findings demonstrate a need to tailor programs and policies to help high-risk groups (e.g., low SES) stay active, healthy, and resilient during and after the COVID-19 pandemic.

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This systematic review examined the effects of home/family and community-based interventions on physical activity (PA) and developmental outcomes in early childhood. A search strategy was employed using four electronic databases (Academic Search Complete, CINAHL Complete, MEDLINE, and SPORTDiscus). Interventions investigating weight status (i.e., BMI), physical activity, sedentary behavior, and/or motor proficiency that took place in home, family, or community settings were assessed. Studies were eligible if they were peer-reviewed, available in English, published between 2011 and 2021, and if samples consisted of healthy young children (2-5 years old). There were 24 studies retained (8351 participants) spanning from the United States (n = 12), Australia (n = 3), Canada (n = 2), Switzerland (n = 2), Finland (n = 2), Netherlands (n = 1), and other Eastern European countries (n = 2). There were 19 studies that incorporated home/family-based approaches and 14 studies that incorporated community-based approaches. Studies ranged in intervention duration from 6 weeks to 24 months. It suggests that improving PA participation in young children was especially challenging to solicit improvement (only 25% of all studies found significant improvement in PA after intervention). Distributing educational material to parents/families, consistent, direct contact with parents, and encouraging community engagement were identified as effective strategies to promote physical activity, healthy weight status, and motor skills in young children.

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BACKGROUND: Nearly all schools in the United States experienced shutdown followed by phased reopening during the COVID-19 pandemic, thereby limiting students' opportunities for physical activity (PA). This study aimed to examine adolescents' PA at school (PAS) and PA out-of-school (PAO), screen-based sedentary behaviors (SbSB), health-related fitness, and knowledge understanding about PA and fitness before and during the pandemic. METHODS: Three rounds of data were collected: Time 1 pre-pandemic (January 2020; n = 405), Time 2 schools partially reopened (February 2021; n = 412), and Time 3 schools fully reopened (March 2021; n = 450). Adolescents completed the Youth Activity Profile, the 20 m Progressive Aerobic Cardiovascular Endurance Run (PACER) test and Plank test, and a written test, to measure the behaviors (T1, T2, T3), fitness (T2-T3), and knowledge (T1, T2, T3), respectively. RESULTS: Inferential statistical analyses revealed a significant time effect for the behaviors and fitness. From T1 to T2 PAO decreased but PAS increased; whereas SbSB decreased at T3 compared to T1 and T2. Health-related fitness improved from T2 to T3. Further, the change patterns for SbSB varied by grade, and those for knowledge understanding varied by gender. CONCLUSION: The findings confirm the disruptive impact of the COVID-19 pandemic on adolescents' active living but varied by school grade and gender. The favorable changes from T2 to T3 observed for fitness and other constructs may be partially attributable to an interrupted fitness education intervention. The findings may guide the design and evaluation of future interventions addressing the physical inactivity pandemic during public health crises (e.g., COVID-19).

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Guided by the Theory of Planned Behavior (TPB; Ajzen, 1991), this study aimed to test a hypothesized path model of TPB variables (i.e., attitude toward behavior, subjective norm, perceived behavioral control, and intention) with physical activity (PA) and depressive symptoms. A total of 792 Chinese adolescents (Mage = 16.9; SD = 0.82; 54.5% females) completed previously validated questionnaires assessing their TPB variables, PA, and depressive symptoms. Correlation analysis revealed TPB variables were positively associated with PA (p < 0.01), and negatively correlated to depressive symptoms (p < 0.01). The path analyses indicated that the hypothesized model produces a goodness of fit (χ2/df = 16.14/5, CFI = 0.99, RMSEA = 0.06). The findings support the theoretical tenets of TPB and provide empirical evidence of the psychosocial mechanism of PA and depressive symptoms in Chinese adolescents. It suggests that building PA intervention strategies while considering the TPB framework may promote adolescents' physical and mental health.

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BACKGROUND: Promotion of psychological well-being (PWB) is an emerging social, educational, and health objective, especially for school-aged children. Few studies have examined key correlates and determinants of PWB in school-aged children. This study aimed to examine associations of cardiorespiratory fitness and cognitive function with psychological well-being in school-aged children. METHODS: The study participants were 752 fourth-grade students (mean age = 9.61 years, SD = 0.608) recruited from six elementary schools. Students took the Progressive Aerobic Cardiovascular Endurance Run® test to assess their cardiorespiratory fitness, and the d2 Test of Attention to assess concentration performance, attention span, and attention accuracy. They also completed the Warwick-Edinburgh Mental Well-Being Scale to assess their psychological well-being (PWB). After removing missing values and outliers from the original data set, the final data set, consisting of 689 cases (370 boys vs. 319 girls), was used for data analysis. Data were analyzed by means of descriptive statistics, bivariate correlation, multiple linear regression models, and independent sample t-tests. RESULTS: The results indicated that cardiorespiratory fitness and cognitive function are significant correlates of PWB (r = -0.069, r = 0.161). Further, the results found that cardiorespiratory fitness, concentration performance, attention span, and attention accuracy were significantly collective predictors of psychological well-being (F = 13.299, p = 0.000), accounting for 12% of the total variance. Cardiorespiratory fitness was the most significantly individual predictor of PWB (ß = 0.174, p = 0.000), followed by the attention accuracy (ß = -0.090, p = 0.031). The Welch's tests revealed that the high-PWB group scored significantly higher than the low-PWB group in cardiorespiratory fitness, concentration performance, and attention accuracy (t = 4.093, p = 0.000, Cohen's d = 0.310; t = 3.340, p = 0.001, Cohen's d = 0.256; t = -2.958, p = 0.003, Cohen's d = 0.130). CONCLUSIONS: Cardiorespiratory fitness and cognitive function are significant correlates and predictors of PWB among school-aged children. The students with a higher level of psychological well-being showed a higher cardiorespiratory fitness, concentration performance, and attention accuracy compared to the lower level of PWB group.

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Objective: This study aimed to investigate interactions among physical fitness, sleep quality, sedentary behavior, and depression among female college freshmen. Participants: A cohort of 1,514 Chinese female college freshmen (Mage = 18.8 ± .63) were recruited from four universities. Methods: Participants completed a survey assessing depression, sleep quality (sleep duration and sleep onset latency), and sedentary behavior, and performed physical fitness measurements. Results: Physical fitness indexes were associated with sleep quality and sedentary behavior (ps < .05) but not with depression. Depression was positively associated with sedentary behavior and sleep onset latency, but negatively associated with sleep duration (ps < .01). The model tests revealed that sleep quality (ß = -.57, p < .01) and sedentary behavior (ß = .14, p < .01) served as mediators between physical fitness and depression, respectively. Conclusions: Increasing sleep quality and minimizing sedentary behavior may build resilience to depression among Chinese female college freshmen.

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INTRODUCTION: Parents play a critical role in their child's participation in community-based intervention programs. Yet, their perspectives remain largely overlooked in the literature. This qualitative program evaluation used social cognitive theory to understand parents' motivators and barriers to participation in a community-based intervention program designed for children with motor skill difficulties. METHOD: Parents (n = 15) of children with motor skill difficulties enrolled in a community-based intervention program participated in semistructured interviews. RESULTS: Thematic analysis revealed six motivators (child needs, satisfaction, perceived impact, affordability, design, and program culture) and three perceived barriers (parent knowledge, access, and accommodations). DISCUSSION: Parents' motivators and barriers reflected a combination of personal and environmental factors consistent with social cognitive theory. This study revealed novel insight into program-related environmental motivators and barriers. Program leaders should consider ongoing evaluation and application of parental perspectives to optimize family participation and retention in community-based interventions.

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BACKGROUND: Both cognitive function and cardiorespiratory fitness are significant correlates of physical and mental health. The exploration of innovative school-based PA intervention strategies to improve cognitive function and cardiorespiratory fitness is of great interest for researchers and school educators. This study aimed at examining the effectiveness of the coordinated-bilateral ball skills (CBBS) intervention in improving cognitive function and cardiorespiratory fitness among 4th-grade students. METHODS: This study used a two-arm, quasi-experimental research design. The students (n = 347) in the intervention group received 16-weeks of CBBS intervention lessons in basketball and soccer. The students (n = 348) in the comparison group received 16-weeks of regular basketball and soccer lessons. All participants were pre- and post-tested with the d2 Test of Attention and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test before and after the 16-week CBBS intervention. The data were analyzed by means of descriptive statistics and linear mixed models. RESULTS: The linear mixed models yielded a marginal significant interaction effect of time with the group in their concentration (F(1, 680.130) = 3.272, p = 0.071) and a significant interaction effect of time with the group in their attention span (F(1, 785.108) = 4.836, p = 0.028) while controlling for age and the baseline concentration score. The linear mixed model also revealed a significant main effect of time in focused attention (F(1670.605) = 550.096, p = 0.000), attention accuracy (F(1, 663.124) = 61.542, p = 0.000), and cardiorespiratory fitness (F(1, 680.336) = 28.145, p = 0.000), but no significant interaction effect. CONCLUSIONS: The CBBS group demonstrated a significant improvement in concentration performance and attention span over time, compared to the comparison group. Both groups improved their focused attention and attention accuracy as well as cardiorespiratory fitness over time. This study suggests that teaching ball skills in team sports for extended periods is instrumental to developing cognitive functions and cardiorespiratory fitness, though the CBBS lessons resulted in greater improvement in concentration performance and attention span.

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In this study, we had two inter-related goals: (a) to examine sex and minority status differences on children's motivation for physical education (PE; i.e., their expectancy beliefs, subjective task values, and situational interest) and their psychomotor learning outcomes (i.e., motor competence, cardiorespiratory fitness, and in-class physical activity); and (b) to examine the relationships between children's motivation and their psychomotor learning outcomes while testing the moderation effects of sex and minority status. We recruited 195 fourth and fifth-grade students (101 boys; 94 girls; Mage = 10.7, SD = 0.7 years) from three elementary schools in North Texas. Using multivariate analysis of variance, we identified a significant sex difference that favored boys in motivation and psychomotor learning outcomes, with no significant minority status difference in relation to these variables. Regression analysis revealed that children's expectancy beliefs were significantly associated with both motor competence (R2 = 11%) and cardiorespiratory fitness (R2 = 16%), while both situational interest and sex were associated with in-class physical activity (R2 = 18%). Thus, improving children's expectancy beliefs may be a means of enhancing psychomotor learning outcomes in PE, especially for girls. Enhancing children's beliefs in their own ability and offering diversified PE content so as to generate greater interest may facilitate psychomotor learning.

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The major purpose of this study was to examine the potential mediating role of perceived motor skill competence on relationships between actual ball skills and children's physical activity (PA) and PA enjoyment. A total of 294 students (Mage = 10.96 ± 0.76; 51.7% boys) from three elementary schools completed validated questionnaires assessing their perceived competence, self-reported PA, and PA enjoyment. Students' actual ball skills (i.e., basketball, overhand throwing, striking) were measured by PE MetricsTM. Correlation analyses showed positive relationships among the study variables (rs ranging from 0.12 to 0.56). The structural equation modeling (SEM) analyses demonstrated that the mediation model produces a goodness-of-fit to the data: χ2/df = 52.03/32; CFI = 0.96; NFI = 0.90; IFI = 0.96, RMSEA = 0.05, SRMR = 0.04. Path coefficients suggested that actual ball skill competence was strongly associated with perceived competence (ß = 0.36, p < 0.01), which in turn significantly predicted PA (ß = 0.29, p < 0.01) and PA enjoyment (ß = 0.35, p < 0.01). The findings highlight that ball skills significantly impact students' perceived competence, positively and indirectly affecting their PA and PA enjoyment. This study provides empirical evidence that recommends intervention strategies aimed at fostering elementary school students' PA and PA enjoyment.

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High prevalence of depression and physical inactivity have been consistently reported among college students, especially in females. Guided by Lubans et al.'s conceptual framework, the primary purpose of this study was to examine the longitudinal relationships of PA motivation with leisure-time PA and depressive symptoms among college students over one academic year. Employing a longitudinal repeated measure design, 1004 college students in China were recruited in this study (28.3% males and 71.7% females; M age = 18.93 ± 0.64 years; 18-22 years old). Participants completed previously validated questionnaires assessing PA motivation (perceived competence beliefs and task values toward PA), leisure-time PA participation, and depressive symptoms in Fall 2016 (Time 1) and Fall 2017 (Time 2). Both male and female college students showed a significant increase of depressive symptoms from freshmen to sophomores (p < 0.05). The regression models indicated that perceived competence beliefs and task values toward PA were significant predictors of depressive symptoms at Time 2 (p < 0.05) after controlling for Time 1 measures in males and females, respectively. Physically active college students consistently demonstrated higher PA motivation, and they displayed fewer depressive symptoms compared to inactive peers over time (p < 0.05). The findings suggest sex-specified motivational intervention strategies and PA promotion programs/opportunities are needed to reduce depression symptoms among college students over time.

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BACKGROUND: Daily moderate-to-vigorous physical activity (MVPA) is vital to the physical, mental, and social well-being of children. Early restrictions during the coronavirus disease 2019 (COVID-19) pandemic included the closure of schools and physical activity (PA) amenities across the US. This study aimed to examine the impact of the pandemic on the PA and play behavior of U.S. children and to provide evidence-based recommendations to improve their PA. METHODS: A cross-sectional, online, parent-reported survey was conducted of children aged 3-18 years between April and June 2020 to assess light PA and MVPA using a modified Godin Leisure-Time Exercise Questionnaire. Additional items included family/child socioeconomic demographics, child adaptability to the pandemic, and community access. The survey was shared through social media and snowball sampling distribution. RESULTS: Analysis of 1310 surveys indicated child PA scores declined significantly during the pandemic (from 56.6 to 44.6, max 119, p < 0.001). Specifically, MVPA score decreased (from 46.7 to 34.7, max 98, p < 0.001) while light PA remained the same. Age-based changes were seen in the quantity, variety, and intensity of PA, with the lowest pandemic-related impact seen in preschoolers and the highest in high schoolers (-4.7 vs. -17.2, p < 0.001). Community-based peer PA decreased across all age groups. CONCLUSION: This study shows decreased PA levels in U.S. children, according to parent reporting, during the COVID-19 pandemic. Recommendations for community leaders, educators, and parents to improve PA in children are provided. With continued spread of COVID-19, these results and recommendations may be imperative to the physical well-being of U.S. children.

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The purposes of the study were: (1) to investigate the associations between fundamental motor skills (FMS), health-related fitness (HRF) and physical activity (PA) during middle childhood; and (2) to examine whether HRF serves as a mediator in these pathways. The participants were 342 children (156 girls; Mage = 8.40, SD = 0.50) recruited in Texas. Children's FMS (locomotor and ball skills) were assessed. School-based PA that included light, moderate, and vigorous PA was captured by accelerometers. The FITNESSGRAM battery was used to measure children's HRF, including body composition, cardiorespiratory fitness, and muscular fitness. Structural equation models were used to evaluate two proposed models (model-1 = FMS¼HRF¼PA; model-2 = PA¼HRF¼FMS). Both locomotor and ball skills were associated with all components of HRF (p < 0.01), but not PA. The SEM analyses supported associations between FMS, HRF and PA, with sound goodness-of-fit indices: (1) model-1: CFI = 0.95; RMSEA = 0.072; and (2) model-2: CFI = 0.95; RMSEA = 0.071, respectively. The relationship between FMS and PA was fully mediated by the HRF in both directions. The behavioral mechanism (e.g., maintaining appropriate levels of HRF) provides meaningful insights to understand the obesity trajectory during middle childhood.

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This study aimed to examine whether changes in physical activity (PA) after an 8-week pedometer-based intervention would result in changes on motor competence through competence beliefs towards physical education (PE). The study also evaluated whether the hypothesized causal pathway differed by gender. Participants were 259 children (Mean age  = 10.88, SD =.78), randomly allocated to three intervention groups. Children's PA, competence beliefs towards PE, and motor competence were measured at pre- and post-tests. Significant relationships between PA and competence beliefs towards PE were found at pre- and post-tests. The magnitude of the relationship between competence beliefs towards PE and motor competence was larger at post-test than at pre-test (.33 vs.20). The structural invariance test suggested that the differences between boys and girls for the hypothesized models were insignificant (CMIN = 15.97, df = 12; p =.193). In general, the results suggest that changes on PA may cause changes in competence beliefs towards PE, which could result in changes on motor competence in middle to later childhood, regardless of gender. These data offer the possibility of using competence beliefs towards PE as a mediator in PA interventions designed to increase motor competence in childhood.

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BACKGROUND: Less than half of adolescents in the United States meet the recommended levels of moderate-to-vigorous physical activity (MVPA) and health-related fitness (HRF). Using the 2012 NHANES National Youth Fitness Survey data, this study aimed to examine the associations of movement behaviors (i.e., MVPA and screen-based sedentary behaviors) with HRF (i.e., cardiovascular and muscular fitness) among 11-16- year-old peripubertal boys and girls, respectively. METHODS: A total of 470 adolescents (227 boys, 243 girls; age: 13.59±1.12 years old) from the 2012 NHANES dataset were included. The study variables included movement behaviors (i.e., MVPA and screen-based sedentary behavior), anthropometric indices (i.e., waist circumference, Body Mass Index [BMI]), and HRF (i.e., cardiovascular fitness and muscular fitness). Correlational and hierarchical regression analyses were conducted for boys and girls, respectively. RESULTS: MVPA significantly predicted cardiovascular fitness for boys (ß=0.16, P<0.05) and girls (ß=0.15, P<0.05) regardless of weight status; screen-based sedentary behavior and waist circumference in girls significantly predicted muscular fitness (ß=-0.13 and ß=-0.42, P<0.05). CONCLUSIONS: To increase overall HRF in peripubertal girls and boys, it is important to help them maintain healthy weight status and to promote MVPA and limit screen-based sedentary behavior, especially in adolescent girls.

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The major purpose of this study was to examine the effects of a jump rope-based physical activity afterschool program on middle school students' physical fitness. Sixty students (Mage = 13.37, SD = 0.58; 53.3% female) participated in a 12-week jump rope-based afterschool program (45 min/time, three times/week). Participants were randomly assigned to three groups: (a) freestyle rope skipping (N = 20), traditional jump rope (N = 20), and a control group (N = 20). Physical fitness tests, including muscular strength (standing long jump, right-hand grip, and left-hand grip), flexibility, body composition, and bone mineral density (BMD) were measured in pre- and post-tests. A 2 (time) × 3 (groups) repeated measure multivariate analysis of variance (MANOVA) was performed. The results found significant improvements in muscular strength (standing long jump, right-hand grip, and left-hand grip) in both intervention groups (p < 0.001; ds = 0.2-0.44). Only the freestyle rope skipping group had increased BMD (p < 0.05, d = 0.33). Compared to the traditional jump rope, the freestyle rope skipping group showed significantly higher improvement in flexibility (p < 0.05, d = 0.83). These findings suggest that the jump rope-based afterschool program with freestyle rope skipping would be more effective than traditional jump rope to promote physical fitness performance among adolescents.

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Promoting physical activity (PA) and eliminating health disparities among underserved minority children is a public health priority. The main purpose of this study was to examine the relationship of actual motor competence (a set of object control skills) and perceived motor competence with PA participation and health-related quality of life (HRQoL) among underserved Hispanic children who were born in the U.S. Guided by Stodden et al.'s conceptual model, we tested the direct and indirect effects (mediational model) of actual motor competence on health-related outcomes (PA and HRQoL) through perceived motor competence. Participants were 215 underserved Hispanic children (Mage = 10.55 years, SD = 0.53 [age range 10-12]; 51.6% boys), recruited from four elementary schools in the southwestern U.S., who completed validated questionnaires assessing their perceived motor competence, PA, and HRQoL. Their actual motor skills were assessed using PE MetricsTM. After examining the associations among the variables, we tested the hypothesized model using structural equation modeling (SEM; AMOS 25). The hypothesized model indicated a good fit (χ²/df = 38.427/24 = 1.60 < 5; non-normed fit index (NFI) = 0.93; comparative fit index (CFI) = 0.968; root mean square error of approximation (RMSEA) = 0.053 [0.016, 0.083]). The effect of actual motor competence on PA and HRQoL was fully mediated by perceived motor competence. The findings demonstrated the mediating role of perceived motor competence between actual motor competence and health-related outcomes (PA and HRQoL) among underserved Hispanic children. The results highlight that actual motor competence significantly predicted underserved Hispanic children' perceived motor competence, which in turn positively predicted their PA and HRQoL. These findings have significant practical implications for future intervention strategies of randomized clinical trials in schools aimed at promoting PA and HRQoL and eliminating health disparities among underserved Hispanic children.

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Depression has become the most prevalent mental health problem in developing countries, and especially among adolescents. Lubans and his colleagues proposed a psychosocial mechanism to understand the trajectory of mental health (i.e., depression). Thus, this study aimed (1) to examine the relations between different doses of physical activity (PA), light PA (LPA), moderate PA (MPA), and vigorous PA (VPA), academic self-efficacy, and depression among adolescents, and (2) to investigate the direct and indirect relations of various doses of PA to depression through academic self-efficacy among middle school adolescents. Participants were 428 (235 boys, Mean age = 13.7) adolescents recruited from two middle schools in China. They completed previously validated questionnaires to measure different intensity levels of PA (LPA, MPA, and VPA), academic self-efficacy, and depression. There were significant associations of academic self-efficacy with three different doses of PA (p < 0.01). Both LPA and MPA were negatively associated with depression but not VPA. Structural equation modeling (SEM) revealed a well-fit model suggesting the psychosocial pathway from different doses of PA to depression through academic self-efficacy. Findings of this study indicated that academic self-efficacy regulates adolescents' depression. Tailoring different intensities of PA benefits adolescents' academic self-efficacy by framing the positive and supportive environment in schools, which can potentially reduce the prevalence of depression during adolescence.