Too much to learn, too little to move? The impact of course load on university students' physical wellbeing

Against the background of increasing academic workload in higher education, this study examines the impact of academic course hours on college students' objective physical health, measured by comprehensive physical fitness scores, and explores potential gender differences and nonlinear patterns.

Using a three-year longitudinal panel dataset (N = 305, 915 person-years) from a 2020 cohort at Changsha University of Science and Technology, we applied individual fixed effects models, supported by Hausman tests, to estimate the net effect of academic workload. The dependent variable was students' comprehensive physical fitness score, while the key independent variable was total annual academic (non-PE) course hours. Physical education (PE) course hours were included as a control variable. To identify nonlinear relationships, polynomial, logarithmic, and square root functional forms were tested, and gender-stratified analyses were conducted.

Academic workload significantly and negatively affected students' physical health, with each additional academic hour associated with a 0.012-point decrease in physical fitness scores (p < 0.001). In contrast, PE course hours had a significant positive effect, increasing scores by 0.088 points per hour (p < 0.001). Gender differences were evident: the negative impact of academic workload was stronger among male students (B = -0.013) than among females (B = -0.009), and the health benefits of PE were also greater for males. Furthermore, the relationship between academic workload and physical health exhibited a clear nonlinear pattern. Physical health improved at low workload levels (<547 h), declined at moderate to high levels (547-1,087 h), and showed a slight marginal rebound at very high levels (>1,087 h). Among all tested specifications, the cubic model provided the best fit based on AIC and BIC criteria.

Academic workload exerts a significant, gender-differentiated, and nonlinear influence on college students' physical health. Universities should maintain academic demands within an optimal range and ensure a balanced allocation between academic and physical education coursework. Targeted interventions, particularly for male students, are recommended to mitigate the adverse health effects of excessive academic burden.