Profile of physical activity and sedentary lifestyle in health sciences students: Prevalence and its association with academic performance

Abstract

Physical activity is an essential factor influencing physical, mental, and social well-being. Despite growing awareness of their benefits, a significant portion of the Saudi population, including health sciences students, remains physically inactive. A cross-sectional observational study was conducted to assess the physical activity impact on academic achievement in health sciences students. The Short Form of the International Physical Activity Questionnaire (IPAQ-SF) was utilized to evaluate physical activity, assessing the intensity, duration, and frequency of exercise. Multiple linear regression was used to assess the association between physical activity and academic metrics. A total of 401 students participated, most of them were male (56.4%) and aged 18 to 23 years (87.3%). The majority of them were unemployed (90.3%) and indicated good health (77.1%). The average body mass index (BMI) was 23.4 kg/m² ± 4.6. Around 47% of participants had low physical activity, while 27% had moderate activity and 26% had high activity levels. The participants achieved a total physical activity level of 1273 ± 1552 Metabolic Equivalent (MET)-min/wk through walking activities that generated 486 ± 632 MET-min/wk, moderate activities that produced 234 ± 375 MET-min/wk, and vigorous activities that produced 553 ± 969 MET-min/wk. The World Health Organization’s recommended activity levels were not met by 19% of the participants. A statistically significant positive correlation exists between student grade point average (GPA) and physical activity level (r = 0.279, P < .001). Additionally, negative correlations were found between physical activity and absenteeism (r = −0.10, P = .03), academic warnings (r = −0.11, P = .02), and BMI (r = −0.11, P = .02). Students’ GPA was a significant positive predictor of total physical activity, with each one-point increase in GPA linked with an extra 629 MET-min/wk (P < .001, 95% CI [430–827]). Male and healthy students were associated with higher physical activity levels. Health sciences university students with higher physical activity were associated with higher GPA, while maintaining lower BMI, and exhibited fewer absences and academic warnings. Physical activity promotion in academic settings may create dual benefits for student learning and health outcomes. Future longitudinal and multi-institutional studies are required to form causal relationships and broader applicability.

1. Introduction

The World Health Organization (WHO) identifies physical inactivity as the fourth leading cause of global deaths after hypertension, tobacco use, and high blood glucose.^[1] Physical inactivity is a major risk factor contributing to the development of non-communicable diseases, such as cardiovascular disease, type 2 diabetes, and certain cancers, along with their associated risk factors.^[2,3]

The General Authority for Statistics of Saudi Arabia revealed in 2021 that physical activity of at least 30 min/wk was reached by only 29.7% of the population, leaving more than half of the population insufficiently active.^[4] The main reason behind this inactivity stems from insufficient motivation, which affects both personal and social levels.^[5] Physical activity on a regular basis leads to improvement in physical health, as well as mental health and social health.^[6] It helps prevent chronic diseases while enhancing quality of life and maintaining cognitive abilities.^[6]

Physical inactivity is an increasing concern among university students, especially within health sciences professions, often associated with factors including time constraints and increased social media usage.^[7,8] The regular practice of physical exercise leads to better cognitive abilities and decreased chances of cognitive deterioration with age.^[9] The reduction of physical activity among university students represents a critical risk factor that leads to overweight and obesity development.^[10] Further, exercise motivation stands as the primary factor that drives people to maintain their ýphysical activity levels.^[9]

Indeed, university students represent a significant demographic, and their health is integral to societal advancement. In Saudi Arabia, there is limited research that has examined the effect of physical activity on the academic success and fatness of health sciences students. Most existing studies have focused on medical students, using non-standardized instruments to assess their levels of physical activity. Therefore, the objective of this research is to examine the association between physical activity level, fatness, and academic achievement among health sciences students. The study hypothesizes that health sciences students with greater physical activity would have higher academic success and a lower risk of obesity.

2. Methods

2.1. Study design

This research applies a cross-sectional design to assess the impact of physical activity on academic achievement in health sciences students. Ethical approval was secured from Prince Sultan Military College for Health Sciences (IRB-2024-RC-012). The study adhered to the ethical principles outlined in the Declaration of Helsinki to ensure the protection of participants’ information, thereby maintaining their privacy and confidentiality.

The study’s inclusion criteria required participants to be students majoring in health science at the Prince Sultan Military College of Health Sciences. The college offers majors in health sciences, including nursing, respiratory therapy, anesthesia technology, clinical laboratory sciences, biomedical technology, dental, emergency medical services, and health information management. Individuals in pre-clinical stages or those who majored in unrelated fields, as well as those who declined to participate in the study, were excluded.

2.2. Power calculation

The Prince Sultan Military College for Health Sciences accommodates approximately 1258 students pursuing various allied health sciences disciplines. The minimal sample size was 295 students, considering a 50% response distribution, 5% margin of error, and a 95% confidence interval (CI). The research included 401 students, which exceeds the required sample size.

2.3. Measurement instruments and techniques

Data collection primarily relies on online questionnaires administered to eligible participants via students’ emails. To avoid potential bias, the survey was conducted anonymously, ensuring that no identifying information was gathered from the participants. Recruitment was targeted at undergraduate students majoring in Nursing, Respiratory Therapy, Anesthesia Technology, Clinical Laboratory Sciences, Biomedical Technology, Dental, Emergency Medical Services, and Health Information Management. The students were informed about the aim of the research, the estimated length of the survey, data protection, and their right to voluntary participation. There were no incentives offered. Students have to provide their consent before completing the survey. The questionnaire comprises two sections: a socio-demographic sheet and a validated questionnaire. Demographic information comprises gender, age, current study year, grade point average (GPA), days of absence, and academic warnings. The second section includes a standardized instrument for assessing the level of physical activity. The Short Form of the International Physical Activity Questionnaire was utilized to evaluate physical activity levels, assessing the intensity, duration, and frequency of exercise. It has been validated for application in both developed and developing nations.^[11] According to https://sites.google.com/view/ipaq/score, all scores were presented as Metabolic Equivalent (MET)-min/wk. When analyzing IPAQ data, the following values were used: The total METs for physical activity each week are the sum of the following: walking (3.3 METs × walking minutes × events per week), moderate intensity (4.0 METs × minutes of activity × events per week), and vigorous walking (8.0 METs × minutes of activity × events per week). Out of 1258 students invited to participate, only 401 agreed and completed the survey, resulting in a 32% response rate.

2.4. Statistical analysis

A statistical analysis was conducted to investigate the relationships among physical activity, body fatness, and academic performance. Descriptive analysis was utilized for characteristic data, while Statistical Package for the Social Sciences was employed for data coding, validation, and analysis. Correlations were assessed between physical activity and GPA, days absent, academic warnings, and body mass index (BMI). Multiple linear regression was used to assess the association between physical activity (total MET-min/wk) and academic outcomes, including GPA, absenteeism, and academic warnings. The regression model was adjusted for gender, age, and health status. The variables were included in the model based on their relevance and prior studies linking these variables to physical activity. The study used a P value of less than .05 to determine statistical significance.

3. Results

A total of 401 students participated, most of them were male (56.4%) and aged 18 to 23 years (87.3%). Just 15.0% were in their internship year, while the majority of them were unemployed (90.3%) and indicated good health (77.1%). The average BMI was 23.4 kg/m² ± 4.6. Table 1 displays the details about the demographics.

Table 1.

Demographic characteristics of study participants (n = 401).

Demographic characters	Number (%) or mean ± SD
Gender
Male	226	56.4
Female	175	43.6
Age
18–23	350	87.3
24–29	43	10.7
30 and more	8	2
Year of study
2nd year	126	31.4
3rd year	105	26.2
4th year	110	27.4
Internship	60	15.0
Employment status
Yes	39	9.7
No	362	90.3
Health status
Asthma	32	8.0
Cardiac disease	5	1.2
Depression	14	3.5
Diabetes	18	4.5
Healthy	309	77.1
BMI	23.4 ± 4.6

BMI = body mass index, SD = standard deviation.

3.1. Academic performance of the participants

The majority of participants achieved a GPA between 3.75 and 5.00 (81.7%), while 2.0% of participants had a GPA below 2.75. The attendance records showed that 39.2% of students had no absences during the last semester, while 25.4% missed between 1 and 2 days. Many of the students (63.8%) received no academic warnings. The detailed academic characteristics appear in Table 2.

Table 2.

Academic performance of the participants.

Academic variables	Number	%
GPA
2.00–2.74	8	2.0
2.75–3.74	65	16.2
3.75–4.49	161	40.1
4.50–5.00	167	41.6
Days absent
1–2	102	25.4
3–4	85	21.2
5–6	31	7.7
More than 6	26	6.5
No absences	157	39.2
Academic warnings
1 warning	88	21.9
2 warnings	48	12.0
3 warnings	9	2.2
No warnings	256	63.8

GPA = Grade Point Average.

3.2. Physical activity profile of the students

The IPAQ classification revealed that 47% of participants had low physical activity levels, while 27% had moderate activity levels and 26% had high activity levels. The participants achieved a total physical activity level of 1273 ± 1552 MET-min/wk through walking activities that generated 486 ± 632 MET-min/wk and moderate activities that produced 234 ± 375 MET-min/wk and vigorous activities that produced 553 ± 969 MET-min/wk. The survey results showed that 19% of students did not reach the WHO-recommended activity levels. The detailed physical activity characteristics appear in Table 3.

Table 3.

Physical activity profile of the students.

Physical activity variables	Number (%) or mean ± SD
Physical activity category based on IPAQ
Low	189 (47)
Moderate	109 (27)
High	103 (26)
Total physical activity MET-min/wk
Walking MET-min/wk	486 ± 632
Moderate MET-min/wk	234 ± 375
Vigorous MET-min/wk	553 ± 969
Combined total physical activity MET-min/wk	1273 ± 1552
Physical activity below WHO recommendation	77 (19)

IPAQ = International Physical Activity Questionnaire, MET = Metabolic Equivalent of Task, SD = standard deviation, WHO = World Health Organization.

3.3. Relationship between academic performance variables and physical activity

A statistically significant positive correlation was observed between student GPA and physical activity level (r = 0.279, P < .001), indicating that students with higher GPAs tended to engage in greater levels of physical activity. The study demonstrates a negative correlation between absenteeism and physical activity level (r = −0.10, 95% CI [−0.202 to −0.002], P = .03), suggesting that increased absenteeism correlates with decreased physical activity. The level of physical activity exhibited a negative correlation with academic warnings (r = −0.11, 95% CI [−0.212 to −0.013], P = .02), indicating that students receiving more academic warnings generally demonstrate lower levels of physical activity. At last, BMI was negatively associated with physical activity level (r = −0.11, 95% CI [−0.208 to −0.014], P = .02), confirming the link between the positive impact of physical activity on health outcomes. Figure 1 shows the trends of total physical activity MET-min/wk across the students’ GPA ranks.

Figure 1.

Mean total MET-min/wk stratified by GPA rank. GPA = Grade Point Average, kg/m² = kilograms per square meter, MET = Metabolic Equivalent, min/wk = minutes per week.

3.4. Association between academic performance variables and physical activity

Multiple linear regression was used to figure out how GPA, days missed, and academic warnings affected physical activity (total MET-min/wk). The model was adjusted for gender, age, and health status. The overall model was statistically significant (P value < .001, with R² = 0.174). Students’ GPA was a significant positive predictor of total physical activity, with each one-point increase in GPA linked with an extra 629 MET-min/wk (P < .001, 95% CI [430–827]). Gender was a significant predictor, indicating that female students engaged in less physical activity compared to male students (B = −776.91, 95% CI [−1070 to −482], P < .001). Further, healthy students were associated with greater physical activity than their peers with comorbidities (B = 424.77, 95% CI [72–777], P = .018). Age, days missed, and warnings did not significantly predict outcomes (P > .05).

4. Discussion

The research aimed to examine the prevalence of physical activity and sedentary lifestyle among health sciences students, as well as their impact on academic performance and body fatness. The results of the study revealed several significant findings. First, the IPAQ classification indicated that 47% of participants had low physical activity levels, while 27% demonstrated moderate activity, and 26% engaged in high levels of activity. Indeed, the finding indicated that 19% of participants did not achieve the activity levels recommended by the WHO. Second, a significant correlation was found between higher levels of physical activity and better GPAs, as well as lower levels of absenteeism, academic warnings, and BMI. These connections reveal consistent trends across health and academic metrics. Third, students’ GPA was a significant positive predictor of total physical activity, with each one-point ýincrease in GPA linked with an extra 629 MET-min/wk.

Exploring the relationship between physical activity and academic performance is essential for Saudi Arabian health sciences students who must navigate challenging academic programs and cultural environments to achieve their best results. The study findings are in line with other studies conducted in Saudi Arabia that provide compelling evidence for the positive relationship between physical activity and academic performance. One study established that physical activity directly affected academic performance because students who were more active achieved better grades.^[12] Another study of 2819 medical students throughout Saudi Arabia revealed that students with low physical activity levels achieved lower GPAs, together with anxiety and depression.^[13] Research conducted at King Saud University, involving 409 medical students, demonstrated that the physical activity habits of students were positively associated with high-GPA achievement, with the highest odds ratios observed in fourth- and fifth-year students.^[14] Compared to previous studies that focused on medical students, this research targeted health sciences students, using standardized instruments like IPAQ to assess levels of physical activity. This would assist institutions that educate solely health sciences students in promoting physical activity to enhance academic engagement and resilience. The reported standard deviation of total physical activity MET-min/wk in this study was large, indicating significant variations. This variability could be influenced by gender, age, health status, and academic workload; thus, future interventions should consider such differences in demographic and contextual factors.

Moreover, the study’s findings highlight the negative correlation between BMI, an indicator of body fatness, and physical activity level. Previous studies have shown that a decline in physical activity leads to weight gain, which may affect the cognitive functions of medical students.^[12,15] Engaging in short-term physical activity habits can yield beneficial effects for mental health and physical well-being, potentially enhancing students’ cognitive functioning. Physical activity may improve academic performance through multiple established cognitive processes. Studies show that physical activity enhances executive function, working memory, and attention span, which are essential for academic achievement.^[16,17] Another explanation for why physical activity is linked with academic achievement is that it helps control stress hormones and improves mood while boosting students’ quality of life, which in turn improves academic performance.^[18] Furthermore, physical activity leads to improved sleep quality, cardiovascular health, and physical fitness, which together enhance cognitive function and academic performance.^[19,20]

There are many implications resulting from this study. Colleges and universities need to create detailed physical activity policies, which should include physical movement as an integral part of academic learning. They should establish counseling centers and health clubs to promote regular exercise and the adoption of a healthy lifestyle. Institutions should offer flexible scheduling options, along with accessible facilities and academic programs that can be easily integrated into current academic schedules. The implementation of time-efficient physical activity programs that work with demanding academic schedules is essential. One study shows that incorporating active breaks into lectures and study sessions provides immediate cognitive benefits while adhering to established time constraints.^[21]

This study has limitations. It is a cross-sectional study, which prevents establishing causality. The physical activity and GPA were self-reported, which may create potential recall bias. Selection bias and lack of objective measurement were also limitations for this study. The research sample consisted of students from a single institution, which limits the ability to generalize the findings to other student populations. At last, the study did not account for multiple confounders, including socioeconomic status, mental health status, and dietary patterns, that could influence the observed association. Future studies should incorporate these variables to enhance both the predictive accuracy and explanatory power of the association. Additional research is needed to understand how cultural factors specifically influence the relationship between physical activity and academic performance in the Saudi context. This includes examining the role of family support, cultural attitudes toward physical activity, and gender-specific barriers and facilitators. Future research should investigate the impact of physical activity during health sciences education on career success, professional work, and long-term health practices. The extended implications of physical activity programs need to be understood to build a stronger case for institutional funding of these programs.

5. Conclusion

The research demonstrates that health sciences university students with higher physical activity were associated with better academic outcomes, while maintaining a lower BMI and fewer absences and academic warnings. Physical activity promotion in academic settings may create dual benefits for student learning and health outcomes. However, as this study employed a cross-sectional design, causal effects cannot be inferred. Future longitudinal and multi-institutional studies are needed to establish causal relationships and broader applicability.

Author contributions

Conceptualization: Eidan M. AlZahrani.

Data curation: Eidan M. AlZahrani.

Formal analysis: Eidan M. AlZahrani.

Investigation: Eidan M. AlZahrani.

Methodology: Eidan M. AlZahrani.

Validation: Eidan M. AlZahrani.

Visualization: Eidan M. AlZahrani.

Writing – original draft: Eidan M. AlZahrani.

Writing – review & editing: Eidan M. AlZahrani.