Changes in physical fitness and life skills among undergraduate students participating in a university physical...

University students often experience a decline in physical activity after enrolling in higher education, which may negatively affect their physical health and psychosocial development. University physical education courses may provide important opportunities to promote physical activity and support student development.

This study aimed to examine changes in physical fitness and life skills among undergraduate students participating in a university physical education course.

A single-group pre-post study design was employed. Undergraduate students enrolled in a mandatory university physical education course participated in the study. Physical fitness was assessed using measures of flexibility, mobility, and trunk endurance. Life skills were evaluated using the Daily Life Skills Scale for College Students. Pre-post changes were analyzed using paired t-tests, and effect sizes were calculated using Cohen's d. To examine whether observed post-course differences remained after accounting for baseline values and academic year, ANCOVA was performed with post-course scores as the dependent variable, pre-course scores as covariates, and academic year as a fixed factor.

Significant improvements were observed in all physical fitness outcomes, including flexibility, mobility, and trunk endurance (all p < 0.01). Personal, interpersonal, and total life skills scores increased significantly after the course (all p < 0.05). However, exploratory analyses revealed no significant associations between changes in physical fitness and life skills. Distribution analyses indicated that the proportion of students classified into higher performance categories increased across all physical fitness measures.

Participation in a university physical education course was associated with positive changes in physical fitness and life skills. The study findings highlight the potential educational value of a university physical education course in supporting the physical and psychosocial development of university students. However, the findings should be interpreted with caution given the single-group pre-post design.