{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T12:49:02Z","timestamp":1785761342122,"version":"3.56.0"},"reference-count":93,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T00:00:00Z","timestamp":1785715200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100012456","name":"National Social Science Fund of China","doi-asserted-by":"publisher","award":["24FTYB021"],"award-info":[{"award-number":["24FTYB021"]}],"id":[{"id":"10.13039\/501100012456","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>Physical education (PE) is commonly justified through its contributions to physical fitness, motor skill development, sport participation, and health-enhancing physical activity. These aims remain important, but they do not fully capture PE\u2019s potential as a curriculum context for lifestyle learning and neurobehavioral well-being. This narrative review used structured literature mapping and conceptual framework development to examine how PE may connect embodied movement experiences with motivation, stress and emotion regulation, self-efficacy, resilience, recovery-related awareness, and lifestyle self-regulation in adolescents and young adults. Literature searches were conducted iteratively in PubMed, Scopus, Web of Science Core Collection, SPORTDiscus, and ERIC, with the final search update completed on 20 June 2026. The synthesis identified a curriculum-to-lifestyle gap: existing evidence more often examines whether PE, physical activity, sport, or physical literacy is associated with health or psychological outcomes than how curriculum, teaching climate, reflection, assessment, and peer interaction may support transferable self-regulatory learning. The review therefore proposes an evidence-informed, curriculum-oriented conceptual framework linking PE design and pedagogy with proximal motivational, emotional, cognitive-regulatory, behavioral, and embodied processes. The framework does not imply that PE automatically improves mental health, directly produces neurobiological change, or replaces specialist care. Evidence is stronger for proximal educational processes than for sustained transfer beyond PE. Future research should test clearly specified curriculum mechanisms, implementation conditions, assessment approaches, and longitudinal transfer.<\/jats:p>","DOI":"10.3390\/bs16081331","type":"journal-article","created":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T11:50:21Z","timestamp":1785757821000},"page":"1331","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Physical Education as a Lifestyle Learning Environment for Neurobehavioral Well-Being: A Narrative Review"],"prefix":"10.3390","volume":"16","author":[{"given":"Bingzheng","family":"Zhou","sequence":"first","affiliation":[{"name":"School of Sport Training, Tianjin University of Sport, Tianjin 301617, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ning","family":"Wang","sequence":"additional","affiliation":[{"name":"Basic Courses Department, Tianjin Sino-German University of Applied Sciences, Tianjin 300350, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaobing","family":"Luo","sequence":"additional","affiliation":[{"name":"School of Physical Education and Sport, Central China Normal University, Wuhan 430079, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jing","family":"Zhao","sequence":"additional","affiliation":[{"name":"School of Sport Training, Tianjin University of Sport, Tianjin 301617, China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,3]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"e1","DOI":"10.1093\/heapro\/day102","article-title":"Autonomy support in physical education promotes autonomous motivation towards leisure-time physical activity: Evidence from a sample of Chinese college students","volume":"35","author":"Abula","year":"2020","journal-title":"Health Promotion International"},{"key":"ref_2","doi-asserted-by":"crossref","unstructured":"Adom, T., Puoane, T., De Villiers, A., and Kengne, A. 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