Physical Activity Engagement and Academic-Life Balance Among Tertiary Learners

Abstract

This study advanced an explanatory account of how physical activity engagement shaped academic-life balance among tertiary learners. Anchored in a cross-sectional explanatory modeling design, it investigated whether students’ engagement in regular and sustained physical activity contributed to their capacity to manage academic demands alongside personal well-being. Data were gathered through a validated survey questionnaire administered to tertiary learners selected through proportionate stratified random sampling. The instrument demonstrated strong psychometric properties during pilot testing, with high internal consistency and acceptable evidence of validity. Descriptive statistics and partial least squares structural equation modeling were used to analyze the data. Findings showed that physical activity engagement was high, particularly in terms of students’ commitment to active routines. In contrast, academic-life balance was moderate, with recovery and rest and personal-academic harmony emerging as weaker areas. Measurement model results confirmed satisfactory reliability, convergent validity, and discriminant validity of the study constructs. Structural model analysis further revealed that physical activity engagement had a significant positive effect on academic-life balance, indicating that students who were more physically active tended to manage academic and personal demands more effectively. However, the moderate explanatory power of the model suggested that academic-life balance was also influenced by other factors beyond physical activity. The study highlighted the educational value of physical activity as a meaningful support for student well-being and balanced functioning in tertiary education. It also underscored the need for institutional initiatives that promote active lifestyles while strengthening support for rest, recovery, and sustainable academic routines.