CHAPTER ONE

1.0 INTRODUCTION

Physical fitness is a cornerstone of overall health and well-being, playing a crucial role in the
development of university students who stand at the threshold of their personal and professional
lives. The importance of maintaining good physical fitness extends far beyond the obvious benefits
of improved physical health; it encompasses enhanced cognitive function, better mental health
outcomes, and increased resilience to stress – all critical factors for success in the demanding
university environment.

This comprehensive study aims to delve deep into the potential disparities in physical fitness levels
between Human Kinetics students and their counterparts in other disciplines within the Faculty of
Education at Federal University Oye-Ekiti. By conducting a thorough examination of various
components of physical fitness, we seek to uncover whether the specialized curriculum and rigorous
physical training received by Human Kinetics students translate into measurable and significant
differences in fitness outcomes compared to their peers pursuing other educational specializations.

The relevance of this research extends beyond mere academic interest. In an era where sedentary
lifestyles and technology-driven interactions are increasingly prevalent, understanding the factors
that contribute to physical fitness among university students becomes paramount. This study has the
potential to inform university policies, curriculum design, and student support services, ultimately
contributing to the holistic development of all students, regardless of their chosen field of study.

1.1 Background to the Study

Physical fitness has long been associated with numerous health benefits, including reduced risk of
chronic diseases, improved mental health, and enhanced cognitive function. Students specializing in
Human Kinetics are expected to exhibit higher fitness levels due to their rigorous training and
curriculum emphasis on physical activity and sports science. However, the fitness levels of students
from other disciplines within the Faculty of Education might differ significantly due to varying
lifestyle choices, academic demands, and engagement in physical activities.

Recent studies have shown a growing concern over the sedentary lifestyles adopted by students,
especially those outside physically demanding fields like Human Kinetics. These disparities could
have implications for students' overall health, academic performance, and future professional
capabilities. Understanding the factors contributing to these differences in fitness levels is crucial for
developing targeted interventions that promote physical activity and well-being across all student
groups.

1.2 Statement of the Problem

Despite the recognized importance of physical fitness in student life, there is a significant gap in
understanding the fitness divide between students of Human Kinetics and their counterparts in other
educational disciplines. While Human Kinetics students might have an inherent advantage due to
their curriculum and practical engagements, it is unclear how significant this advantage is and what
factors contribute to it. The lack of comprehensive data on the fitness levels and associated factors
across different student groups at Federal University Oye-Ekiti presents a challenge in addressing
these disparities effectively.

1.3 Purpose and Objectives of the Study

This study aims to bridge the gap in understanding the fitness divide among students by
investigating the physical fitness levels and their correlates among Human Kinetics students and
other students within the Faculty of Education at Federal University Oye-Ekiti. The specific
objectives are:

 To assess and compare the physical fitness levels of Human Kinetics students and other Faculty
of Education students.
 To identify the factors associated with physical fitness levels among these student groups.
 To determine the impact of academic discipline, lifestyle choices, and other demographic
variables on students' physical fitness.

1.4 Research Questions

1. Are there gender differences in physical fitness levels within and between the two groups of
students?

2. Is there a correlation between academic year (level of study) and physical fitness levels in either
group?
3. What are the self-reported physical activity habits of students in both groups, and how do these
correlate with measured fitness levels?

4. Are there significant differences in attitudes towards physical fitness and exercise between Human
Kinetics students and other Faculty of Education students?

5. What are the physical fitness levels of Human Kinetics students compared to other Faculty of
Education students at Federal University Oye-Ekiti?

6. What factors are associated with the physical fitness levels of students across different disciplines
within the Faculty of Education?

7. How do academic discipline, lifestyle choices, and demographic variables influence the physical
fitness levels of students?

1.5 Research Hypotheses

The primary aim of this study is to investigate whether there are significant differences in physical
fitness levels between Human Kinetics students and other Faculty of Education students at Federal
University Oye-Ekiti. To address this overarching question, we have formulated several specific
research questions and corresponding hypotheses:

1. Are there significant differences in overall physical fitness levels between Human Kinetics
students and other Faculty of Education students at Federal University Oye-Ekiti?

2. Is there a significant difference in cardiovascular endurance levels between the two groups of
students?

3. Is there a significant difference in muscular endurance levels between the two groups of students?

4. Is there a significant difference in muscular strength levels between the two groups of students?

5. Is there a significant difference in flexibility levels between the two groups of students?

5. Is there a significant difference in agility levels between the two groups of students?

6. Is there a significant difference in body composition between the two groups of students?

1.6 Scope of the Study

This study is confined to students within the Faculty of Education at Federal University Oye-Ekiti,
focusing specifically on Human Kinetics students and their peers from other educational disciplines.
The study will assess various dimensions of physical fitness, including cardiovascular endurance,
muscular strength, flexibility, and body composition. It will also examine lifestyle factors, academic
demands, and demographic characteristics that might influence physical fitness levels.

1.7 Significance of the Study

The findings from this study will provide valuable insights into the fitness divide among students in
different academic disciplines. Understanding these differences will help in developing targeted
interventions to promote physical fitness and well-being across all student groups. Moreover, the
study will contribute to the growing body of literature on physical fitness in higher education,
particularly in the context of Nigerian universities. The results could inform policy decisions and the
design of physical education programs that are inclusive and effective in promoting health and
academic success among students.

1.8 Operational Definition of Key Terms

Physical Fitness: A set of attributes related to the ability to perform physical activities, typically
measured by components such as cardiovascular endurance, muscular strength, flexibility, and body
composition.

Human Kinetics: A field of study focusing on the science of human movement, often involving
physical education, sports science, and exercise physiology.

Faculty of Education: The academic division within Federal University Oye-Ekiti that includes
departments focused on various aspects of education, including Human Kinetics.

Fitness Divide: The observed differences in physical fitness levels between different groups of
students, in this case, between Human Kinetics students and other education students.
 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 The Importance of Physical Fitness for University Students

The significance of physical fitness for university students has been extensively documented in
academic literature. A multitude of studies have demonstrated strong correlations between higher
levels of physical fitness and a range of positive outcomes in academic, personal, and health
domains.

2.1.1 Academic Performance

Research by Castelli et al. (2014) highlighted a positive relationship between physical fitness and
academic achievement. Their comprehensive review of studies spanning several decades revealed
consistent findings indicating that students with higher levels of physical fitness tend to perform
better academically. This relationship appears to be mediated by several factors, including improved
cognitive function, better concentration, and enhanced memory retention.

Fedewa and Ahn's (2011) meta-analysis further corroborated these findings, demonstrating small to
moderate effect sizes for the impact of physical activity and fitness on children's cognitive outcomes
and academic achievement. While their study focused primarily on younger students, the
implications for university-level education are significant, suggesting that the benefits of physical
fitness on cognitive function persist into young adulthood.

2.1.2 Mental Health Outcomes

The link between physical fitness and mental health is another critical area of consideration for
university students. Tyson et al. (2010) conducted a study specifically examining the relationship
between physical activity and mental well-being in university students. Their findings indicated that
students who engaged in regular physical activity reported lower levels of anxiety and depression,
and higher levels of positive affect and self-esteem.
Moreover, a longitudinal study by Taliaferro et al. (2009) found that participation in physical activity
was associated with reduced risk of suicidal behavior among college students, highlighting the
potential protective effects of physical fitness on mental health in this population.

2.1.3 Chronic Disease Risk Reduction

Beyond immediate academic and mental health benefits, physical fitness in young adulthood has
long-term implications for health outcomes. A systematic review by Warburton et al. (2006)
emphasized the role of physical activity in the primary and secondary prevention of several chronic
diseases, including cardiovascular disease, diabetes, cancer, hypertension, obesity, depression, and
osteoporosis.

For university students, establishing healthy fitness habits during this formative period can set the
foundation for lifelong health benefits. This underscores the importance of understanding and
promoting physical fitness among all university students, not just those in sports-related disciplines.

2.2 Comparative Studies on Physical Fitness in University Students

While the general benefits of physical fitness are well-established, fewer studies have specifically
examined the differences in fitness levels between students in sports-related disciplines and those in
other academic fields.

Fagaras et al. (2015) conducted a study comparing physical activity levels among university students
from different faculties. Their findings indicated that students in sports-related programs
demonstrated higher levels of physical activity compared to their peers in other academic fields.
However, this study focused primarily on self-reported physical activity rather than objective
measures of fitness.

A more directly relevant study by Campos et al. (2019) compared the physical fitness of Physical
Education students with those from other university courses. Their results showed that Physical
Education students outperformed their peers in most fitness tests, including measures of strength,
flexibility, and cardiovascular endurance. However, this study was conducted in a different cultural
context, and its findings may not be directly applicable to the Nigerian university system.
The lack of comprehensive studies comparing fitness levels across different student populations in
Nigerian universities highlights a significant gap in the literature, which the present study aims to

2.3 Components of Physical Fitness

To conduct a thorough investigation of physical fitness levels, it is crucial to consider multiple

components that contribute to overall fitness. The present study will examine six key components,
aligning with the widely accepted dimensions of health-related and skill-related physical fitness as
outlined by Caspersen et al. (1985):

1. Cardiovascular endurance

2. Muscular endurance

3. Muscular strength

4. Flexibility

5. Agility

6. Body composition

Each of these components plays a unique role in overall physical fitness and health:

2.3.1 Cardiovascular Endurance

Cardiovascular endurance, also known as cardiorespiratory fitness, refers to the ability of the
circulatory and respiratory systems to supply oxygen to skeletal muscles during sustained physical
activity. This component is crucial for overall health and is strongly associated with reduced risk of
cardiovascular disease and all-cause mortality (Blair et al., 1989).

2.3.2 Muscular Endurance

Muscular endurance is the ability of a muscle or group of muscles to sustain repeated contractions
against a resistance for an extended period. This component is important for maintaining posture,
preventing injuries, and performing daily activities with ease (ACSM, 2018).

2.3.3 Muscular Strength

Muscular strength refers to the amount of force a muscle can produce with a single maximal effort.
Strength is fundamental for performing various physical tasks and has been associated with
improved bone density, metabolic health, and functional independence (Westcott, 2012).

2.3.4 Flexibility

Flexibility is the ability to move a joint through its complete range of motion. Good flexibility
contributes to improved performance in physical activities, reduced risk of injuries, and better
postural alignment (Alter, 2004).

2.3.5 Agility

Agility is the ability to change the body's position efficiently and requires a combination of balance,
coordination, speed, reflexes, and strength. While often associated with athletic performance, agility
also plays a role in everyday movements and injury prevention (Sheppard & Young, 2006).

2.3.6 Body Composition

Body composition refers to the relative proportions of fat, muscle, bone, and other vital tissues in the
body. Maintaining a healthy body composition is crucial for overall health and is associated with
reduced risk of various chronic diseases (ACSM, 2018).

By examining these six components comprehensively, this study aims to provide a holistic view of
physical fitness levels among the target student populations.
 CHAPTER THREE

3.0 METHODOLOGY

3.1 Research Design

This study will employ a cross-sectional, comparative design to examine the differences in physical
fitness levels between Human Kinetics students and other Faculty of Education students. This design
allows for the collection of data at a single point in time, providing a snapshot of the current fitness
levels among the target populations. While this approach cannot establish causality, it is well-suited
for identifying potential differences between groups and generating hypotheses for future
longitudinal studies.

3.2 Participants

3.2.1 Sample Size and Power Analysis

To ensure that the study has sufficient statistical power to detect meaningful differences between
groups, a power analysis will be conducted using G*Power software (Faul et al., 2007). Based on
previous studies in similar populations, we anticipate a medium effect size (Cohen's d = 0.5) for the
primary outcome measures. With an alpha level of 0.05 and desired power of 0.80, the minimum
required sample size is calculated to be 128 participants (64 per group).

To account for potential attrition and to increase the robustness of our findings, we will aim to
recruit a total of 200 undergraduate students from Federal University Oye-Ekiti, divided into two
groups:

1. Human Kinetics students (n = 100)

2. Other Faculty of Education students (n = 100)

3.2.2 Sampling Strategy

Participants will be recruited through a stratified random sampling approach to ensure balanced
representation across academic years and gender. The stratification process will be as follows:

1. Within each group (Human Kinetics and Other Education), students will be stratified by academic
year (100 level, 200 level, 300 level, 400 level).

2. Within each academic year stratum, students will be further stratified by gender.

3. Random sampling will then be conducted within each resultant stratum to select participants.

This approach will help minimize potential confounding effects of academic year and gender on the
study outcomes.

3.2.3 Inclusion and Exclusion Criteria

Inclusion criteria:

- Full-time undergraduate students enrolled in the Faculty of Education at Federal University Oye-
Ekiti

- Age range: 18-30 years

- Able to participate in physical fitness testing without medical contraindications

Exclusion criteria:

- Part-time or postgraduate students

- Students with acute illnesses or injuries that would prevent safe participation in fitness testing

- Students with chronic medical conditions that significantly impact physical activity capacity (as
determined by a pre-participation health screening)

3.3 Measures and Instruments

To comprehensively assess the various components of physical fitness, the following standardized
tests will be employed:

3.3.1 Cardiovascular Endurance

Test: 20-meter shuttle run test (Léger et al., 1988)

This test, also known as the "beep test," involves continuous running between two lines 20 meters
apart in time to recorded beeps. The test progressively gets faster until the participant reaches
volitional exhaustion. The level and number of shuttles completed are recorded.

Equipment needed: Flat, non-slip surface, measuring tape, markers, audio equipment, recording of
the test protocol.

3.3.2 Muscular Endurance

Tests:

a) Push-up test (ACSM, 2018)

Participants perform as many push-ups as possible in one minute or until form failure. The number
of correctly performed push-ups is recorded.

b) Curl-up test (ACSM, 2018)

Participants perform as many curl-ups (crunches) as possible in one minute. The number of correctly
performed curl-ups is recorded.

Equipment needed: Exercise mats, stopwatch.

3.3.3 Muscular Strength

Test: Handgrip dynamometer test (Mathiowetz et al., 1985)

Participants squeeze the dynamometer with maximum isometric effort for 5 seconds. The best of
three trials for each hand is recorded.

Equipment needed: Calibrated handgrip dynamometer.

3.3.4 Flexibility

Test: Sit-and-reach test (Wells & Dillon, 1952)

Participants sit on the floor with legs extended and reach forward as far as possible. The distance
reached beyond the toes is measured.

3.3.5 Agility

Test: Illinois Agility Test (Raya et al., 2013)

Participants navigate a predetermined course involving sprints and direction changes. The time to
complete the course is recorded.

Equipment needed: Flat, non-slip surface, cones, stopwatch.

3.3.6 Body Composition

Measures:

a) Body Mass Index (BMI)

Calculated using height and weight measurements.

b) Skinfold measurements (Jackson & Pollock, 1985)

Skinfold thickness will be measured at standardized sites using calipers. These measurements will be
used to estimate body fat percentage.

Equipment needed: Stadiometer, calibrated scale, skinfold calipers.

3.3.7 Additional Measures

To address the exploratory research questions and provide context for the fitness data, the following
additional measures will be included:

a) Demographic questionnaire: Age, gender, academic year, program of study.

b) Physical Activity Questionnaire for Adults (PAQ-AD): To assess self-reported physical

activity levels.

c) Attitudes Towards Physical Activity Scale: A validated scale to measure participants' attitudes
and beliefs about physical fitness and exercise.

3.4 Procedures

The study will be conducted according to the following procedure:

1. Obtain ethical approval from the Federal University Oye-Ekiti Institutional Review Board.

2. Recruit participants through stratified random sampling as described in section 4.2.2.

3. Schedule participants for testing sessions, ensuring adequate rest between different fitness tests.

4. Conduct a brief orientation session for all participants, including:

- Explanation of the study purpose and procedures

- Obtaining informed consent

- Completion of the demographic questionnaire, PAQ-AD, and Attitudes towards Physical Activity
Scale

- Instructions on proper attire and preparation for fitness testing

5. Conduct physical fitness testing over a two-week period:

- Day 1: Height, weight, and skinfold measurements; sit-and-reach test

- Day 2: Handgrip dynamometer test; push-up test; curl-up test

- Day 3: Illinois Agility Test; 20-meter shuttle run test

 Note: A minimum of 24 hours rest will be ensured between testing days for each participant.

6. Record all data using standardized forms and secure digital