Physical Education and Student Fitness: Investigating the Psychological Pathways among Vocational University Students in Nanchang

This study explores the influence of physical education on the physical fitness of vocational university students in Nanchang, China, with psychological well-being as a mediating factor.The research investigates how different dimensions of physical education-including physical education theory, physical activity intensity, physical activity time, and physical activity frequency-affect students' physical fitness, which is measured through physical form, physical function, and physical quality.Furthermore, psychological well-being, encompassing cognition, emotional, personality, and adaptation factors, is examined as a mediator in this relationship.A quantitative research design was adopted, utilizing a structured questionnaire distributed to vocational university students in Nanchang.The study applied statistical analysis using SPSS to assess the relationships between variables and determine the mediating role of psychological well-being.Behavioral Learning Theory and Constructive Learning Theory provide the theoretical foundation, explaining how environmental and instructional factors shape students' engagement in physical education and, subsequently, their fitness levels.Findings indicate that higher engagement in structured physical education leads to improved physical fitness outcomes, but this effect is significantly mediated by psychological well-being.Students with higher cognition and emotional stability were found to engage more consistently in physical activities, leading to better physical fitness results.The study highlights the need for enhanced physical education programs that integrate psychological well-being strategies to maximize students' overall health.This research contributes to the educational and health policy discourse in China, offering recommendations for curriculum enhancements and institutional interventions to improve