Student perceptions on physical education in relation to academic outcomes and well-being

Abstract

Physical education is increasingly valued for enhancing not only fitness but also learning, emotional health, and holistic development. However, limited research has examined how students’ perceptions of physical education influence both academic outcomes and well-being. The study aims to explore students’ perceptions of physical education in relation to academic outcomes and psychological well-being with a focus on gender differences. A descriptive survey was conducted with 219 students (aged 17–24 years) from diverse academic programs at ICFAI University Tripura. Data were collected through a structured questionnaire containing Likert-scale and open-ended items. Data were analyzed using descriptive statistics and chi-square tests. Male students were significantly more involved in extracurricular sports than females (χ²=8.93, p=0.003). Female students reported stronger positive perceptions of PE for motivation to attend school (χ²=12.6, p=0.014), alertness in class (χ²=11.3, p=0.024), accomplishment (χ²=13.3, p=0.01), and belief in physical education as essential for a healthy lifestyle (χ²=10.1, p=0.038). Confidence, stress management, and peer connection benefits were equally valued by both sexes. Qualitative findings showed that females emphasized teamwork, confidence and holistic growth, while males highlighted discipline, fitness and performance. Physical education contributes meaningfully to students’ academic readiness, stress management and holistic well-being. While males associate physical education more with performance and discipline, females highlight its motivational and psychosocial benefits. Both groups strongly support giving physical education equal importance with academic subjects. The study emphasizes the need for inclusive, diversified and well-supported physical education programs to maximize benefits across genders.