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 Technium Social Sciences Journal
Vol. 55, 156-166, March, 2024
ISSN: 2668-7798
www.techniumscience.com

Physical Fitness and Self Efficacy in PATHFIT 1 of Education

Students

Reym Nicole Catalan, MAEd

La Carlota City College
[email protected]

Charles H. Nillos, PhD

La Consolacion College Bacolod City
[email protected]

Melona Q. Guitche, PhD

La Consolacion College Bacolod City
[email protected]

Rexomar D. Perez, EdD

Victorias National High School
[email protected]

Abstract. Self-efficacy is an individual's belief in their ability to perform and accomplish tasks.
On the other hand, physical fitness encompasses an individual's comprehensive state of bodily
health and well-being. It pertains to the capacity to engage in physical activities effortlessly,
efficiently, and without undue exhaustion or strain. The study aimed to determine the level of
Physical Fitness and Self-Efficacy in PATHFIT 1 of Education students when grouped according
to sex, year level and major field of specialization. This study used a descriptive and correlational
research. The respondents were the 234 students using stratified random sampling. A
standardized questionnaire used in this study for self- efficacy was taken from the general self-
efficacy scale. The physical fitness questionnaire was researcher made and undergone a
validation process. The salient results of the study were as follows: the level of physical fitness
and self- efficacy were moderate; physical fitness significantly influenced the self-efficacy of
Education students; there is no significant difference in the level of physical fitness of education
students when grouped according to sex, year level and major field of specialization; and there
is no significant difference in the level of self-efficacy of education students when grouped
according to sex, year level and major subject. An enhancement program was formulated to better
the importance of developing physical fitness and self-efficacy among students to monitor
progress and changes.

Keywords. Physical Fitness, Self-Efficacy, Descriptive, Enhancement program, Philippines

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1. Introduction
Self-efficacy refers to an individual's belief in their ability to perform and accomplish
tasks. It encompasses their confidence in managing their behaviour, influencing their
environment, and staying motivated while pursuing their objectives. Additionally, self-efficacy
aids in motivating individuals and enables them to acquire knowledge during the learning
process. Study argue that cultivating a strong sense of self-efficacy holds significant importance
across various aspects of life [21]. Given life's challenges, a high level of self-efficacy can
enhance one's ability to effectively cope with difficulties. Albert Bandura's social cognitive
theory places self-efficacy at its core, emphasizing the role of observational learning, social
experiences, and reciprocal determinism in the development of personality [13].
Physical fitness encompasses an individual's comprehensive state of bodily health and
well-being. It pertains to the capacity to engage in physical activities effortlessly, efficiently,
and without undue exhaustion or strain. Attaining physical fitness necessitates a holistic
approach involving regular exercise, proper nutrition, sufficient rest, and a balanced lifestyle.
As highlighted, physical fitness offers a multitude of advantages. It enhances overall health,
mitigates the risk of chronic ailments, elevates energy levels, promotes mental well-being, and
fosters longevity [23]. Furthermore, physical fitness enhances performance in daily activities,
sports, and other physical pursuits. As elucidated in the study, physical fitness is a dynamic and
ongoing process that demands unwavering commitment, steadfast dedication, and the sustained
adherence to a healthy lifestyle [4]. Regular exercise serves as a cornerstone for elevating and
sustaining levels of physical fitness.
According to a recent study, the overall physical activity status of the Philippines
received a low grade of F. In contrast, countries like Finland and Slovenia scored higher grades
like A-, attributed to various initiatives implemented to promote physical activity among
children. The grading system evaluated factors such as overall physical activity organized
sports, active play, active transportation, sedentary behaviour, and physical fitness. Moreover,
a study focusing on Philippine National Athletes demonstrated that self-efficacy and mental
toughness have gained recognition in the field of sports psychology. These psychological
factors play a crucial role in assisting athletes to confront and overcome adversities and
challenges in their lives [14].
One prominent gap lies in the utilization of diverse measurement tools to assess
physical fitness and self-efficacy, resulting in inconsistencies and challenges when comparing
findings across studies. Moreover, most of the reviewed studies have primarily focused on the
general population, thereby overlooking specific groups, including older adults, individuals
with chronic conditions, and marginalized communities [18].
The purpose of this study was to investigate the level of physical fitness and self-
efficacy of Education students when grouped according to sex, year level and major field of
specialization. This study investigated the relationship between physical fitness and self-
efficacy among Education students. Also, the difference on the level of physical fitness and
self-efficacy of Education students were compared according to their sex, year level, and major
field of specialization. Additionally, the study aimed to develop an enhancement program that
would improve both physical fitness and self-efficacy levels among these students.

2. Methodology
The researcher utilized descriptive, comparative, and correlational research design to
determine the level of physical fitness of students in relation to self-efficacy. In this study,
comparative research was employed to examine the differences in the levels of physical fitness

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and self-efficacy among Education students participating in the PathFit 1 program in higher
education. Also, correlational research was used to identify and measure the relationship
between the level of physical fitness and self-efficacy among Education students enrolled in the
PathFit 1 program. It was conducted in one of the Higher Education Institutions in Negros
Occidental. The respondents were the First year and Second year Education students in one of
the Public Higher Education Institution in Negros Occidental. The instrument used to gather
data for physical fitness was a standardized International Fitness Scale and the self-efficacy was
General Self-Efficacy Scale from the World Health Organization.

3. Results and Discussion

Table 1. Level of Physical Fitness of Education students when Taken Collectively
Dimension mean sd Verbal interpretation
Cardiorespiratory Fitness 3.767 0.639 Moderate
Muscular Strength 3.301 0.750 Moderate
Speed and Agility 3.164 0.826 Moderate
Flexibility 3.821 0.747 Moderate
As a whole 3.479 0.632 Moderate
Table 1 provides an overview of the respondents' physical fitness levels across various
dimensions. In terms of Cardiorespiratory Fitness, the data falls within the "moderate"
interpretation. Similarly, for Muscle Strength indicates a "moderate" level. The results for Speed
Agility show a "moderate" range. Furthermore, the data on Flexibility is interpreted as
"moderate". Overall, when considering all types and indicators of physical fitness collectively,
the results demonstrate a "moderate" interpretation. These findings provide insight into the
general physical fitness levels of the respondents, highlighting their performance across
different dimensions of physical fitness.
Table 2. Physical Fitness of Education students in terms of Sex
Area Sex Mean Std. Deviation
Cardiorespiratory Fitness Female 3.764 0.657
Cardiorespiratory Fitness Male 3.774 0.599
Muscular Strength Female 3.326 0.743
Muscular Strength Male 3.243 0.768
Speed and Agility Female 3.112 0.829
Speed and Agility Male 3.286 0.809
Flexibility Female 3.870 0.734
Flexibility Male 3.704 0.768
As a whole 3.479 0.6315
The results presented in Table 2 shows an overview of physical fitness scores categorized by
gender. Research indicates that there are distinct gender differences in various aspects of
physical fitness. Males, on average, tend to have higher levels of cardiorespiratory fitness,
muscular strength, and power, particularly in the upper body [15].
In contrast, females generally exhibit greater flexibility, particularly in terms of joint
range of motion [6]. These findings highlight the general trends observed in studies examining
gender differences in physical fitness. However, it is important to recognize that individual

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variations and factors such as training, physical activity levels, and socio-cultural influences
can also impact these differences.

Table 3. Physical Fitness of Education students in terms of Year Level

Area Year Level Mean Std. Deviation
Cardiorespiratory Fitness 1st year 3.718 0.651
Cardiorespiratory Fitness nd
2 year 3.808 0.629
Muscular Strength st
1 year 3.243 0.740
Muscular Strength 2nd year 3.349 0.756
Speed and Agility st
1 year 3.030 0.788
Speed and Agility 2 nd year 3.275 0.843
Flexibility 1st year 3.651 0.755
Flexibility nd
2 year 3.961 0.713
As a whole 3.471 0.6255
Table 3 provides an examination of physical fitness scores based on the year level of the
respondents. There is a no substantial literature to support the difference of Physical fitness
between year levels in Higher Education institutions. However, it is noteworthy to mention that
age can significantly impact physical fitness. As individuals age, various physiological changes
occur that can affect physical performance and fitness levels [25]. Aging affects physical fitness
through declines in cardiorespiratory fitness, muscle strength and power, joint flexibility, and
balance and coordination. These changes can lead to reduced oxygen uptake, decreased muscle
mass and strength, limited range of motion, and an increased risk of falls [22].

Table 4. Physical Fitness of Education students in terms of Major Field of Specialization

Area Major Field of Mean Std. Deviation
Specialization
Cardiorespiratory Fitness BEED 3.723 0.625
Cardiorespiratory Fitness BSED FIL 3.821 0.716
Cardiorespiratory Fitness BSED MATH 3.355 0.592
Cardiorespiratory Fitness BPED 3.885 0.520
Muscular Strength BEED 3.296 0.678
Muscular Strength BSED FIL 3.347 0.821
Muscular Strength BSED MATH 2.775 0.783
Muscular Strength BPED 3.425 0.662
Speed and Agility BEED 3.156 0.692
Speed and Agility BSED FIL 3.213 0.875
Speed and Agility BSED MATH 2.662 0.746
Speed and Agility BPED 3.279 0.872
Flexibility BEED 3.673 0.719
Flexibility BSED FIL 3.901 0.698
Flexibility BSED MATH 3.318 0.880
Flexibility BPED 4.040 0.688
As a whole 3.396 0.6095
Table 4 presents the physical fitness scores based on the major courses of the respondents who
are pursuing a Bachelor of Secondary Education (BSED). According to a study, the influence
of college program enrolment on the physical fitness of students is a topic that may lack specific

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research studies directly examining its impact [5]. However, it is logical to assume that different
college programs or disciplines can have varying effects on students' physical activity levels
and overall fitness. Programs that involve physical education, sports science, or similar fields
are likely to offer more opportunities for physical activity and fitness training, potentially
leading to better physical fitness outcomes. Conversely, programs that prioritize sedentary study
or focus primarily on theoretical coursework may have less emphasis on physical activity.

Table 5. Self-Efficacy of Education students when Taken Collectively

Dimension mean sd Verbal interpretation
Self-Efficacy 3.727 0.814 Moderate
Table 5 presents an overview of the respondents' self-efficacy levels when taken collectively.
In this case, the respondents rated their self-efficacy in the moderate range. This means that, as
a group, the respondents generally expressed a moderate level of belief in their capabilities to
perform tasks or succeed in the specific dimension of self-efficacy being measured.
As discussed in definition of self-efficacy, refers to an individual's belief in their ability
to perform specific actions required to achieve desired outcomes [26]. He also added how self-
efficacy affects students' goal setting, effort expenditure, persistence, and utilization of effective
learning strategies. Students with higher self-efficacy tend to set more challenging goals, exert
greater effort, persist in the face of obstacles, and engage in effective learning strategies.

Table 6. Self-Efficacy of Education students in terms of Sex

Area Sex Mean Std. Deviation
Self-Efficacy Female 3.679 0.868
Self-Efficacy Male 3.841 0.661
Table 6 findings elucidate the differences in physical fitness and self-efficacy scores between
males and females, providing insights into the variations in these attributes across genders
within the sample. The results agree with a study about the analysis of self- perceived physical
fitness of physical education students in Public Schools in Spain. It was revealed that male
students have higher cardiorespiratory fitness, muscle strength, and speed but obtained lower
flexibility results than female students [16].
Gender influences self-efficacy, the belief in one's capabilities to achieve goals [18].
Research indicates variations between males and females across domains like academics and
careers. Males often show higher self-efficacy in traditionally masculine areas, while females
exhibit higher self-efficacy in domains like language and social skills [2]. Societal expectations,
cultural norms, and biases shape these differences. However, gender differences in self-efficacy
are not fixed or universal, varying among individuals and contexts. Overcoming stereotypes
and biases is crucial for promoting equitable opportunities and fostering self-efficacies for all
individuals, regardless of age.

Table 7. Self-Efficacy of Education students in terms of Year Level

Area Year Level Mean Std. Deviation
Self-Efficacy 1st year 3.667 0.794
Self-Efficacy nd
2 year 3.778 0.830
Table 7 findings shed light on the disparities in physical fitness and self-efficacy scores
between 1st Year and 2nd Year students, providing insights into the variations in these
attributes across different stages of college education. Self-efficacy refers to an individual's

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belief in their ability to successfully perform tasks and achieve desired outcomes. As students’
progress through different year levels in college, they gain knowledge, skills, and experiences
that can impact their self-efficacy beliefs.
Research suggests that self-efficacy can vary across different stages of college education.
For example, as students advance to higher year levels, they may develop more confidence in
their abilities, become more proficient in their academic pursuits, and gain a better
understanding of their chosen field of study. This increased competence and knowledge can
positively influence their self- efficacy [20].
Moreover, the challenges and experiences encountered in specific year levels may
also shape self-efficacy beliefs. For instance, students in their first year of college may face
various academic and social adjustments, which can affect their self-efficacy in different areas
[12]. As they progress to later years, they may become more accustomed to the college
environment, leading to higher self-efficacy.

Table 8. Self-Efficacy of Education students in terms of Major Field of Specialization

Area Major Field of Mean Std. Deviation
Specialization
Self Efficacy BEED 3.543 0.786
Self Efficacy BSED FIL 3.816 0.854
Self Efficacy BSED MATH 3.781 0.733
Self Efficacy BPED 3.795 0.807
College programs can have an impact on an individual's self-efficacy. Self-efficacy refers to
an individual's belief in their ability to successfully accomplish tasks and achieve desired
outcomes. Accordingly, college programs or majors can influence self-efficacy in several
ways, such as by providing opportunities for skill development, offering a supportive learning
environment, and fostering a sense of competence and achievement [11].
The results are in a disagreement to the findings who revealed that physical education
students are more physically active since the focus of the curriculum is to provide knowledge
of physical activity which the students will participate in and use in their future career [24].

Table 9. Difference of Physical Fitness in terms of Sex

Test Statistic df p
Physical Fitness-ALL Student 0.016 232 0.987
Mann-Whitney 5743.500 0.995
These results support the findings of a previous study conducted which also observed that male
participants exhibited a higher level of physical fitness [17]. Additionally, the study found that
physical fitness tends to slightly increase with age regardless of sex. It was also noted that
normal-weight or physically active schoolchildren had better aerobic capacity and a healthier
body composition.

Table 10. Difference of Physical Fitness in terms of Year Level

Test Statistic df p
Physical Fitness-ALL Student -2.4040 232 0.043
Mann-Whitney 5685.000 0.033
These findings align with a previous study conducted which highlighted that approximately
50% of college students do not perceive themselves as engaging in sufficient physical activity

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[10]. The study also reported that 33% of the surveyed students participate in some form of
physical activity, while 17% reported no exercise in their daily routine. Despite the numerous
rewarding benefits associated with physical activity, many students fail to engage in regular
physical activities, which are essential for maintaining a healthy lifestyle.

Table 11. Difference of Physical Fitness in terms of Major Field of Specialization

Cases Sum Square df Mean Square F p
Major Field of 6.701 3 2.234 5.951 <.001
Specialization
Residuals 86.319 230 0.375
These findings align with a previous study conducted in BMC Public Health, which reported a
significant decrease in regular exercise during the college years compared to the pre-college
school years [1]. This suggests that college students tend to engage in less physical activity as
they transition into higher education. Considering this decrease in physical exercise, it is
recommended to implement various strategies to address this issue.

Table 12. Difference of Self-Efficacy in terms of Sex

Test Statistic df p
Self Efficacy Student -1.402 232 0.162
Mann-Whitney 5558.500 0.702
Some studies suggest the presence of sex differences in self-efficacy, the findings are not
consistent across all contexts and tasks. A study states that influence of cultural and societal
factors, methodological considerations, and developmental differences should be considered
when interpreting research findings on sex differences in self-efficacy [9]. It is essential to
recognize that individual differences within each sex far outweigh any general trends or
averages found in research.

Table 13. Difference of Self-Efficacy in terms of Year Level

Test Statistic df p
Self Efficacy Student -1.038 232 0.300
Mann-Whitney 5980.000 0.118
In summary, the findings from Table 13 suggest that there are no significant differences in the
self-efficacy based on year level. However, it is crucial to address the low levels of physical
activity among college students and raise awareness about the benefits of regular exercise for
maintaining a healthy lifestyle during this transitional phase of life.
According to research, the year level or stage of college education can have an impact
on students' self-efficacy beliefs [3]. As students’ progress through different years of college,
they gain experiences, knowledge, and skills that can shape their perceptions of efficacy.
Advancing through college allows students to accumulate mastery experiences, acquire
specialized knowledge, become more familiar with the college environment, and observe
successful peers, all of which can contribute to increased self-efficacy. Additionally, as
students specialize in their chosen major, they may develop confidence and expertise, further
influencing their self-efficacy beliefs [3].

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Table 14. Difference Self-Efficacy in terms of Major Field of Specialization

Cases Sum Square df Mean Square F p
Major Field of 6.701 3 2.234 5.951 <.001
Specialization
Residuals 86.319 230 0.375
In college, students often can select a major or area of specialization as they progress in their
academic journey. This choice allows students to focus their efforts and concentrate on
developing expertise in a specific discipline or field. As students gain knowledge and accumulate
experiences within their chosen major, they may witness an increase in self-efficacy related to
their academic pursuits within that specific domain [7].

Table 15. Relationship between Physical Fitness and Self-Efficacy

Correlates Computed rho p-value [email protected] Status of
Hypothesis
Physical 0.278 0.000 Significant Rejected
Fitness And
Self-Efficacy
A study highlighted how self-efficacy beliefs can significantly impact individuals' engagement
in physical fitness activities [8]. By understanding and addressing self-efficacy, practitioners,
coaches, and individuals themselves can develop strategies to enhance self-efficacy and
promote sustained participation in physical activity.

4. Conclusion
It can be concluded that increasing physical activity and physical fitness may improve
academic performance and that time in the school day dedicated to recess, physical education
class, and physical activity in the classroom may also facilitate academic performance while
self-efficacy can boost student achievement, foster emotional health and well-being, and serve
as a valid predictor of motivation and learning.
The significant difference in the level of physical fitness when grouped according to
sex, year level, and major field specialization can be concluded that being fit makes you active,
allows you to tackle more tasks in a day, and boosts your energy levels and confidence in
yourself. Not only that but completing a certain workout challenge gives you the feeling of
satisfaction and trains your mind to have stronger willpower. While having a high level of self-
efficacy, you are more likely to accomplish tasks. Self-efficacy affects your motivation,
learning capacity, and performance. It would develop also self-efficacy where an individual's
belief in his or her capacity to execute behaviors necessary to produce specific performance
attainments.
The significant difference in self-efficacy when grouped according to sex, year level,
and major field specialization therefore, maintaining a physically fit body will overall make you
stronger, and live a healthy lifestyle. Being physically fit will improve the performance of all
the muscles in your body including your heart, and helps with balance, power, speed,
coordination, and many more aspects. While People with a high sense of self-efficacy
demonstrate more positive affect and lower perceived exertion during physical exercise.
The significant difference in self-efficacy when grouped according to sex, year level,
and major field specialization gave the conclusion that physical fitness balance and coordination
can help one stay functionally fit, maintain focus and cognitive function and even improve

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health span. Similarly, people with a high sense of self-efficacy demonstrate more positive affect
and lower perceived exertion during physical exercise.

5. Recommendation
Physical education teachers continuously update themselves with new approaches,
methods, strategies, and techniques to help their students to be physically fit. This can be done
by attending seminars, training, and workshops related in teaching physical education. Through
this, they can bring out innovations in their teaching and improve the performance of the students
in physical activities. School heads and administrators support programs related to physical
fitness. They can encourage students to exercise and maintain a healthy diet through educating
students the importance of physical health.
It is important that PATHFIT 1 students realize the importance of the physical fitness.
For them to understand that maintaining a physically fit body can make them stronger and live
a healthy lifestyle. School administrators create effective plans to enhance and monitor their
students’ physical fitness and self-efficacy. It is recommended that physical education teachers
help their students to improve their physical fitness as well as their self- efficacy because these
two are essential component in their overall well-being.
To increase the self-efficacy of students it is essential to commend their achievements
and effort in accomplishing a certain task. Implement physical fitness and self-efficacy program
to improve positive exercise behaviors of students and improve students' self-efficacy and
overall mental health. For future researchers, to conduct studies on physical fitness and self-
efficacy, it is recommended to further investigate on the influence of other domains related to
physical fitness that are not mentioned in this study.

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