The Influemce of Physical Fitness to the Academic Responsiveness of Health Sciences Students at Lorma Colleges

Abstract

Using a descriptive-correlational quantitative design, the relationship between physical fitness and academic responsiveness was investigated among 238 health sciences students at LORMA Colleges. Physical fitness was assessed by cardiovascular endurance, muscular strength, flexibility, and body composition, while academic responsiveness covered academic performance, study habits, workload management, and attention span via questionnaire. Results showed students had Good cardiovascular endurance and flexibility, Poor muscular strength, and Very Good body composition. Academic performance and study habits were rated as Good. Correlation analysis indicated that flexibility and body composition were significantly linked to multiple aspects of academic responsiveness, including performance, workload management, and attention span. Flexibility also showed a significant relationship with study habits. Muscular strength was significantly associated only with attention span, while cardiovascular endurance did not show significant correlations with any academic responsiveness components. These findings suggest that flexibility and body composition, among other fitness components, are notably linked to various aspects of academic responsiveness in health sciences students. The study informs recommendations for targeted programs to improve physical fitness and academic outcomes.