The relationship between physical activity and academic performance among health professional students: a correlational study
DOI:
https://doi.org/10.47197/retos.v66.113759Keywords:
Physical Activity, Academic Performance, Health Occupations, Motor Activity, Sedentary Behavior, cognitive function, mental fatigue, University students, LifestyleAbstract
Introduction: Physical activity (PA) is widely recognized for its cognitive and psychological benefits, yet its direct relationship with academic performance remains inconclusive. This study focused on the correlation between PA levels and academic performance among physiotherapy students.Objective: This study aimed to determine the association between PA levels and academic performance in undergraduate physiotherapy students and explore whether demographic factors, such as gender and Body Mass Index (BMI), influence this relationship.Methodology: A cross-sectional, correlational study was conducted with 102 undergraduate physiotherapy students aged 18 to 25 years. PA levels were assessed using the International Physical Activity Questionnaire (IPAQ), while academic performance was determined through self-reported Grade Point Average (GPA). Data were analyzed using descriptive statistics, Spearman’s correlation, and chi-square tests.Results: The findings showed no significant correlation between PA levels and GPA (p > 0.05), suggesting that PA does not directly influence academic achievement. However, most students maintained high PA levels, indicating that exercise is an integrated aspect of their lifestyle rather than a competing demand. Additionally, gender and BMI were not significantly associated with PA or academic performance.Discussion: These results align with previous studies suggesting that PA supports cognitive function and well-being but does not necessarily enhance academic outcomes. Factors such as study habits, motivation, and curriculum structure may have a more substantial influence on academic performance than PA alone.
Conclusions: Although PA does not directly impact GPA, it remains essential for student well-being and stress management. Future research should explore different PA types and their effects on academic performance using objective measures and longitudinal designs.
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