The importance of physical education and the intention to be physically active as predictors of subjective well-being in secondary school adolescents

Introduction: In recent years, concerns about adolescent mental health and declining physical activity levels have increased across European educational systems, including Portugal. Understanding how Physical Education (PE) and students' intention to remain physically active contribute to subjective well-being is therefore essential for guiding educational practices and health promotion strategies. Within this context, the present study aimed to analyze these relationships in a group of secondary school students in Portugal, with a view to proposing evidence-based recommendations. This study aimed to analyze the role of the importance attributed to Physical Education (PE) and the intention to be physically active as significant statistical predictors of subjective well-being (SWB) in Portuguese secondary school adolescents. Methods: The sample consisted of 560 students, aged between 16 and 19 years, from different regions of Portugal. Validated scales were used to measure the variables of interest: Importance of PE, Intention to Be Active, Positive and Negative Affect, and Life Satisfaction. The data were analyzed using descriptive statistics, Spearman correlations, Kruskal-Wallis and Mann-Whitney tests, linear regressions, and simple mediation models (Hayes' model 4). Results: The results indicated high levels of physical activity intention and life satisfaction, low levels of negative affect, and strong internal consistency in the scales used. The importance attributed to PE and the intention to be active were significantly associated with positive affect and life satisfaction, with intention partially mediating the relationship between the importance of PE and positive affect, and fully mediating the relationship with negative affect. No significant mediation was found for life satisfaction. Additionally, significant differences were observed across school years, highlighting the 11th year as a stage of greater emotional vulnerability.x. Discussion: The findings suggest the need to reinforce the value of PE in the curriculum and to promote educational strategies that encourage regular physical activity as a way to enhance SWB in the school context.