The impact of physical activity on innovative behavior: a moderated mediation model

Abstract

In contemporary educational practices, the innovative behavior of secondary school students is frequently inhibited by exam pressure, limiting opportunities for generating and implementing innovative ideas. Activating innovative potential through non-cognitive skill interventions during secondary school has become a crucial factor in cultivating innovative talent for higher education. This study aims to explore the impact of physical activity on the innovative behavior of middle school students. It constructs a theoretical model using Self-Determination Theory (SDT) as the core framework, with body image state as a mediator and perceived school climate as a moderator. Using the Physical Activity Scale, Body Image State Scale, Perceived School Climate Scale, and Innovative Behavior Scale, a survey was conducted with 1,643 middle school students, and hypotheses were tested through SPSS 26.0 and the PROCESS macro. (1) Physical activity significantly positively predicts innovative behavior; (2) Body image state mediates the relationship between physical activity and innovative behavior; (3) Perceived school climate moderates the relationship between physical activity and innovative behavior, with a strengthening moderation effect. Physical activity promotes innovative behavior by enhancing body image state, and supportive school resources and inclusive interpersonal environments strengthen this process. This study provides theoretical support and an operational model for integrating “physical education + innovation development” in secondary schools.