Relationships between perceived physical literacy and mental health in tertiary education students: a scoping review

Background/objective: Physical literacy (PL) is "the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life". Recent evidence has shown that PL was associated with mental wellbeing in different populations, yet a comprehensive review examining the association between PL and mental health among tertiary education students was lacking. The aims of this scoping review were to rapidly map relevant evidence on the relationships between perceived PL and mental health in higher education students and to determine the feasibility and value of conducting a full systematic review in this research area.

Methods: All primary studies (observational and experimental) examining the associations between PL and mental health in college/university/undergraduate students were included. Seven electronic databases, namely PubMed, Academic Search Premier, CINAHL, ERIC, PsycINFO, Medline, and SPORTDiscus, were searched from their inceptions through 30 September 2024. A narrative approach was adopted to synthesize results relevant to the study aims categorized based on mental health outcomes.

Results: Seven observational studies (n = 34,824) were included. Results showed that PL was positively correlated with better mental wellbeing, including greater quality of life, better subjective wellbeing, higher levels of life satisfaction, improved resilience, and greater compliance with sleep guideline, and negatively associated with psychological distress (depression, anxiety, and stress) among university students. During the COVID-19 pandemic, PL was also shown to buffer university students' psychological distress, declines in quality of life and life satisfaction, as well as impaired sleep in the population.

Conclusion: Despite emerging research efforts to decipher the relationships between perceived PL and mental health in tertiary institution settings, further high-quality experimental studies are imperatively needed to guarantee the relevance of rigorous systemic reviews in the realm of university students' mental health.