Link Between Physical Fitness Index and Negative Emotional Symptoms in Chongqing College Students

Physical Fitness and Negative Emotional States in Students: An Empirical

Published in September 2026 in Frontiers in Psychology, volume 17, this original research article by Shijun Tan and Caifeng Li from Chongqing University of Education explores the link between physical fitness index (PFI) and negative emotional symptoms. The main objective was to determine whether overall physical fitness level, as well as individual fitness metrics, independently associate with stress, anxiety, or depression manifestations among university students. Researchers also analyzed gender-specific differences in these correlations, providing an empirical basis for physical activity-based mental health interventions in academic settings.

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The methodology adopted was cross-sectional, using a sample of 2,190 students selected through stratified cluster sampling from 73 higher education institutions in Chongqing city. To calculate the global fitness index, participants underwent a standardized test battery including vital capacity, 50-meter run, 800- or 1000-meter run, sit-and-reach flexibility test, and pull-ups or sit-ups. Negative emotional symptoms were assessed using the DASS-21 scale, a validated 21-item instrument. Statistical analysis employed multivariate logistic regression models to evaluate independent associations, simultaneously adjusting for sociodemographic variables, screen time duration, sedentary behaviors, muscle-strengthening exercises (MSE), and moderate-to-vigorous physical activity (MVPA).

The methodology adopted was cross-sectional, using

Study results showed high detection rates for negative emotional symptoms: 68.08% for stress, 67.67% for anxiety, and 12.37% for depression. In conventional categorical models, both moderate and high PFI levels were associated with lower odds of presenting all three symptom types in the combined sample, although some high PFI estimates were extremely small. Firth sensitivity analyses confirmed inverse associations for high PFI regardless of sex or symptom type. However, moderate PFI did not show a statistically significant association with stress in female students or anxiety in male students. Continuous analyses demonstrated that each one-standard-deviation increase in PFI led to reduced odds of each outcome, both in the combined sample and in sex-stratified groups (all P < 0.001). These trends aligned with individual component analyses, although the cross-sectional design limits causal interpretation.

The main conclusion highlights that a higher physical fitness index is independently associated with reduced likelihood of negative emotional symptoms. Consistency in the direction of association observed across categorical, Firth-penalized, and continuous models supports the robustness of this link. However, extreme estimates, model calibration, and the cross-sectional nature of the data necessitate cautious interpretation. Longitudinal and intervention studies are needed before PFI can be used as a clinical or screening threshold on campuses.

Contextualizing these data supports the idea that university period represents a critical window of vulnerability for mental health disorder onset. Global epidemiological data indicate a 33.6% prevalence of depressive symptoms and 39.0% prevalence of anxiety symptoms among students, significantly higher than in non-student peers. These symptoms not only erode academic performance and social adaptation but also generate long-term psychosomatic risks, imposing a major clinical and economic burden on public health systems. Identifying modifiable factors such as physical fitness becomes essential for preventing psychological distress. Among non-pharmacological interventions, physical activity has attracted particular attention due to its multiple systemic benefits. Accumulated evidence suggests an inverse association between regular exercise and risk of depressive, anxious, or stress symptoms, and structured exercise interventions have proven effective in reducing mental health issues in student populations.