University students’ physical activity pattern: Assessing literacy, engagement, and barriers post physical education course completion

Abstract

This study explores the physical activity patterns of university students who have completed mandatory Physical Education (P.E.) courses. Utilizing a quantitative descriptive research design, data were collected from 365 randomly selected students, ensuring a 95% confidence level and a 5% margin of error. The investigation aimed to understand students' levels of physical activity and the development of physical literacy across various domains emotional, physical, behavioral, and cognitive. Findings indicate that students showed notable progress in the emotional, physical, and behavioral aspects of physical literacy. However, the cognitive domain lagged behind, suggesting a need for more emphasis on knowledge and understanding of physical activity. The overall level of physical activity among the respondents was found to be low, with an average MET (Metabolic Equivalent of Task) score of 356.75. This figure reflects activity levels across four domains: job-related, transportation, household, and leisure-time physical activity. A key insight from the study is that lack of energy was the most common barrier hindering students' continued participation in physical activities. Furthermore, results show a significant relationship between balanced development in physical literacy domains and sustained physical activity engagement, with statistical significance at the 5% level. The study emphasizes the importance of a more holistic approach to promoting physical activity by addressing all domains of physical literacy. Strengthening cognitive understanding and providing support to overcome energy-related barriers could enhance students’ lifelong engagement in active lifestyles. These findings offer valuable insights for educators and policymakers aiming to improve physical activity programs in higher education settings.