According to the survey, about 80% of children around the world fail to meet the recommended index of 60 minutes of high-intensity physical activity every day. Children in various countries generally lack physical activity, which leads to children's obesity, myopia and other physical health problems. Among the personal factors affecting children's physical activity, sports interest, as the first important factor, is rare in domestic research. As another important factor affecting physical activity, self-efficacy is seldom studied in combination with sports interest and physical activity. Therefore, this study tries to explore the relationship among interest in physical education, physical activity self-efficacy and physical activity, so as to provide basis for better promoting children's participation in physical exercise and improving the effect of physical exercise.

This study starts from the physical activity self-efficacy to explore the regulatory role of physical activity learning interest and physical activity time, using the international physical activity questionnaire, primary school students' physical activity learning interest scale and physical activity self-efficacy scale. A total of 2460 questionnaires were sent out and 2451 questionnaires were collected. The effective recovery rate was 99.6%.

8.03% of primary school students in the sample area meet the 60-minute medium-to-high intensity physical activity standard per day. The study found that boys (22.59±32.59min/day) are more active than girls (13.79±21.59min/day), and students in grade 4 (19.87±32.46min/day) are more than students in grade 5 (17.11±23.72min/day).sports learning interest, boys are higher than girls, close parent-child relationship promotes interest in sports learning, no significant difference in grades; physical activity self-efficacy, 4th grade students are significantly higher than 5th grade students, close parent-child relationship promotes children’s physical activity self-efficacy , There is no significant gender difference. Physical activity self-efficacy was significantly positively correlated with physical activity learning interest (r=0.213, p<0.01), and physical activity self-efficacy was also significantly positively correlated (r=0.318, p<0.01); meanwhile, physical activity time was correlated with sports Positive interest in learning was significantly positively correlated (r=0.156, p<0.01), and negative interest in physical education was also significantly positively correlated (r=0.221, p<0.01). Children's physical activity self-efficacy plays a role in regulating the active interest in physical education and the time of physical activity  (Beta=-0.022, p<0.05).

Children maintain a continuous interest in physical learning, show a high level of self-efficacy in physical activity, and increase their physical activity time. In children, physical activity self-efficacy can regulate the influence of active interest in physical learning on physical activity time. When children’s active interest in physical learning shows a lower level, the higher the self-efficacy of physical activity, the more active children are in participating in physical activities. High, the more time and energy you can devote to physical activity.

According to the results of the study, the social work intervention suggestions are put forward: first, to enhance children's active interest in sports learning and improve children's physical activity time; Second, to enhance children's physical activity self-efficacy level, improve physical activity confidence and increase physical activity time; Third, we should pay attention to the good promotion of the relationship between children and their parents, enhance their interest and confidence in physical activities, and improve their physical activity time.