BARRIERS TO PHYSICAL ACTIVITY AND MENTAL WELL-BEING AMONG

SCHOOL OF EDUCATION STUDENTS

A Thesis

Presented to the Faculty of the School of Education

Universidad de Zamboanga
Zamboanga City

In Partial Fulfillment of the Requirements for the Degree Of

Bachelor of Physical Education

By:

ADAM KAYL M. BORRES

JHON EVERT C. PATAYON
MARISSE P. BALASA

September 2025
 ii

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION

APPROVAL SHEET

This research entitled BARRIERS TO PHYSICAL ACTIVITY AND

MENTAL WELL-BEING AMONG SCHOOL OF EDUCATION
STUDENTS, prepared and submitted by Adam Kayl M. Borres,
Jhon Evert C. Patayon, and Marisse P. Balasa in partial fulfillment
of the requirements for the Degree of Bachelor of Physical
Education in School of Education is hereby recommended for Oral
Examination.

LOURDES D. DAYOT, PhD

Research Adviser
______________________________________________________

PANEL OF EXAMINERS

In partial fulfillment of the requirements for the Degree of Bachelor

of Physical of Education in School of Education and upon the
recommendation of the Oral Examination Committee, the research
paper presented by Jhon Evert C. Patayon, Marisse P. Balasa and
Adam Kayl M. Borres, in September 2025 is hereby:

Approved: _____
Approved with minor revisions and amendments: _____
Not approved: _____

GEDIE ROCAMORA
Chairperson

ROSCEL N. DELES JOSELITO F. IGNACIO, PhD

Member Member

_____________________________________________________
Accepted in partial fulfillment of the requirements for the Degree of
Bachelor of Physical Education in School of Education.

LOURDES D. DAYOT, PhD

Dean, School of Education
 iii

DEDICATION

This study is dedicated with deep appreciation to our

cherished parents, whose unwavering inspiration and support have

been our anchor, especially during times of doubt. They have

provided us with endless love, financial assistance, and moral

encouragement. To Mr. and Mrs. Roshel C. Patayon, Mr. and

Mrs. Marife P. Balasa and Mr. and Mrs. Queenie M. Borres.

We extend our gratitude to our Dearest Brothers and

Sisters, relatives, mentors, friends, classmates, and schoolmates

whose advice and encouragement have been invaluable in

completing this study.

Lastly, we dedicate this academic work to the Almighty

God/Allah. We are grateful for Your guidance, strength, wisdom,

knowledge, protection, and the gift of good health. All our efforts

and achievements are offered in Your honor.

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ACKNOWLEDGMENT

The researchers would like to express their gratitude to the

following for their assistance and invaluable support in the

completion of this study:

Dr. Lourdes D. Dayot, Dean of the School of Education, for

the full support and words of encouragement she had given that

provided the researchers motivation in making the study possible.

Prof. Gedie Rocamora, Prof. Roscel Deles, Dr. Joselito F.

Ignacio, panelists, for their valuable opinions and suggestions that
have led to the improvement of the study.

Dr. Lourdes D. Dayot, for her patience and understanding for

the completion of this study.

Dr. Joselito F. Ignacio, for being the statistician in this study,

and for his support and effort for the treatment of data.

The Respondents, for their participation in the study, and

their time shared in answering the questionnaire and their

cooperation.

Above all, the Almighty God, for the guidance, strength and

wisdom during the field of this research. Without His benevolence,

none of this would be possible and successful. All glory to God!

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ABSTRACT

The study aimed to determine the barriers to physical activity

and mental wellbeing of School of Education students within the

School of Education. Specifically, this study answered the following

questions: What is the level of barriers to physical activity among

the respondents in terms of; lack of energy, lack of motivation, lack

of self-confidence, lack of resources, lack of support, lack of time;

What is the perceived mental well-being of the respondents?; Is

there a significant difference in the level of perceived barriers to

physical activity when respondents are grouped according to their

profile?; Is there a significant relationship between the level of

perceived barriers to physical activity and mental well-being of the

respondents?. Key barriers identified include lack of energy, lack of

motivation, lack of self-confidence, lack of resources, lack of

support, and lack of time.

There are Seventy-five (75) respondents among the school of

education students who participated in this quantitative type of

study. The data gathered was analyzed, computed, and interpreted

using the following statistical tools: Frequency and percentage,

weighted mean, t-test, and One-way Analysis of Variance

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(ANOVA). The results revealed that most of the respondents were

female, 21-23 years old, BEED, and 10,001-15,000 monthly

incomes. Consequently, when respondents were grouped

according to their profile, there is no significant difference was

noted in the level of barriers to physical activity and mental well-

being of the respondents.

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TABLE OF CONTENTS

Page

Title Page i
Approval Sheet ii
Dedication iii
Acknowledgment iv
Abstract v
Tables of Contents vii
List of Tables ix
List of Figures xi

CHAPTER

I. INTRODUCTION

Background of the Study 1

Theoretical Framework 4

Theory of Energetic Cost Minimization 4

Conceptual Framework 6

Statement of the Problem 7

Hypothesis 8

Significance of the Study 8

 viii

Scope and Delimitation 9

Definition of Terms 9

II. RESEARCH METHODOLOGY

Research Design 11

Research Locale 12

Population and Sampling Design 13

Data Gathering Tool 14

Validity and Reliability 15

Ethical Consideration 16

Data Gathering Procedure 17

Statistical Treatment 19

III. RESULTS AND DISCUSSION

Results 20

IV. CONCLUSION AND RECOMMENDATION

Conclusions 47

Recommendations 48

REFERENCES 50

APPENDICES 54
 ix

Appendix A 55
Appendix B 57
Appendix C 58
Appendix D 59
Appendix E 69

CURRICULUM VITAE 73
 LIST OF TABLES

Table Title Page

x
1 Demographic Profile of the Respondents in terms 14

of Sex, Age, Year Level, Program, and Combined

Socio-Economic Status

2 The Level of Perceived Barriers to Physical Activity 21

among the respondents in terms of Lack of Energy

3 The Level of Perceived Barriers to Physical Activity

among the respondents in terms of Lack of

Motivation

4 23

The Level of Perceived Barriers to Physical Activity

among the respondents in terms of Lack of

5 Self-Confidence

24

6 The Level of Perceived Barriers to Physical Activity

among the respondents in terms of Lack of Resources

7 26

The Level of Perceived Barriers to Physical Activity

8 among the respondents in terms of Lack of Support 28

9 The Level of Perceived Barriers to Physical Activity

among the respondents in terms of Lack of Time 30

10 Overall Perceived Barriers 31

Mental well-being 34

11 Significant difference in the level of perceived

barriers to physical activity when respondents are

grouped in terms of their sex

12 36
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LIST OF FIGURES

Figures Page

1 Conceptual Paradigm of the Study 6

2 Research Locale 13
 CHAPTER I

INTRODUCTION

Background of the Study

Physical inactivity has become a pressing public health issue, and gaining

insight to the factors that hinder people from engaging in regular exercise is

crucial for developing effective interventions. We, the researchers, recognize the

implication of understanding the perceived barriers to physical activity among

individuals. Our aim in delving into the history of the study is to give insight into

the number of challenges that individuals experience, such as time constraints,

low motivation levels, environmental factors, and socioeconomic limitations. Our

view highlights the importance of investigating these barriers in depth to guide

the formulation of focused strategies that can proficiently stimulate exercise and

promote overall health and well-being.

Earlier research identified a range of institutional barriers to the

implementation of school-based physical activity, including budgetary constraints,

limited available resources related to programming and equipment, time

allocation in the curriculum diminishing, lack of professional development on offer

at schools and elsewhere to support teachers in delivering programming

adequately, over-crowding within the curriculum itself (including cuts made due to

accountability theming) and Geographic Information Systems facilities with

outmoded or poor physical learning aids such as classrooms with inappropriate

space for purpose-built teaching environments (Commonwealth of Australia,

 2

1992). Research by Dwyer and colleagues (2003) revealed that generalist

Elementary teachers in Canada faced institutional challenges when delivering

health and physical education consistent with curriculum standards. Barroso,

McCullum-Gomez, Hoelscher, Kelder & Murray, 2005; DeCorby, Halad,Dixon,

Windrup, and Janzen; Dwyer et al., 2003; Morgan & Hansen 2008.

Research has shown that some teachers face challenges in delivering

physical education effectively. These include limited self-confidence, low interest

in the subject, and inadequate preparation to design lessons that are both safe

and organized. Personal negative experiences with physical education and

insufficient professional training further contribute to these difficulties (DeCorby et

al., 2005; Morgan & Bourke, 2005; Xiang, Lowy & McBribe, 2002).

The WHO advises adults to engage in either 150 minutes or moderate or

75 minutes of vigorous physical activity weekly, which corresponds to 600

metabolic equivalent (MET) minutes (WHO,2020). However, by 2016, only

around seven in ten adults were meeting these standards, leaving nearly one-

third one-third physically inactive. Inactivity is associated not only with physical

health problems – including obesity and chronic disease – but also with

increased risks of mental health concerns such as depression and dementia. At a

societal level, this lack of activity results in a substantial financial impact, with

healthcare systems worldwide spending a. Estimated 53.8 billion international

dollars on inactivity-rated cost in 2013.

 3

Research exploring the perspective of children and adolescents reveals a

variety of barriers that discourage participation in physical education and physical

activity. Commonly reported obstacles include students’ growing preference for

sedentary activities, peer and social pressures that shape activity choices, and

reduced fitness levels. A lack of motivation, negative attitudes toward exercise,

and limited understanding of the health benefits further contribute to this decline,

alongside a general decrease in enthusiasm for physical activity (Boyle et al.,

2008; Commonwealth of Australia, 1992; Dagkas & Stathi, 2007; Sherar et al.,

2009; Trudeau & Shephard, 2005).

Based on prior research, as children and adolescents self-reported

barriers to participation in physical education and physical activity, children's and

adolescents self-reported barriers, consisted of: the change in attitude toward

being active and physical education, an adolescent's decision making shifted

towards sedentary activities, the significance of having peer pressure or approval

when choosing activities, the changing levels of students fitness, unwillingness to

participate, negative feelings towards being active, inability to identify the

benefits of being active, and, student disinterest decreased as the most

important barriers to participation.

Students of Universidad de Zamboanga are possibly among those

students who may be sedentary having an impact on their physical wellbeing.

Barriers to physical activity among students at the School of Education may be

attributable to psychological, emotional, cognitive, environmental, and

 4

sociocultural variables. Thus, this study aims to explore their wellbeing status

and their perceived barriers to engaging in physical activity.

Theoretical Framework

This study is anchored on the following theories:

Exercise and Physical Inactivity. he Affective-Reflective Theory (ART) provides a

framework for understanding the factors that influence whether individuals initiate

or sustain physical activity as well as the reasons they may remain inactive or be

prepared to suffer the same level of physical strain as previously encountered

during work out. Regarding the topic of this opinion piece, the ART claims that

when people are exposed to stimuli related to exercise, their negative affective

evaluation of exercise will act as a restraint, possibly outweighing any positive

cognitive motivational forces that encourage them to take action (or, conversely,

if the affective valuation is positive, it will act as a motivator and increase the

likelihood that the individual will break their current pattern of physical inactivity).

Theory of Energetic Cost Minimization

According to the TECM, both internal bodily conditions and external

environment context shapes how individuals respond to the human inclination to

save energy. These factors can either reinforce energy-conserving behaviors or

enable people to regulate and overcome them (Cheval et al., 2019). The theory

also emphasizes that adequate cognitive capacity can help reduce this inherent

preference for effort optimization (Cheval et al., 2018, 2019. In summary, the
 5

theory views the evolutionary tendency to evade unnecessary physical work as a

limiting factor that could obstruct individuals' capacity to successfully carry out

their deliberate intent to engage in physical activity.

Arango et al. found that the primary barriers to engaging in physical

activity were lack of motivation (70%) and lack of time (46.2%), especially among

women and individuals who were overweight.

Thus, the findings of this study could serve as a resource for physical

therapists to determine the essential elements for the organization, formulation,

and execution of group intervention programs, first recognizing the health model

that ensures the incorporation of effective strategies and emphasizes health

promotion to stimulate physical activity within communities.

Conceptual Framework
 6

The conceptual paradigm presented below illustrates how perceived

barriers to physical activities-such as lack of energy, motivation, self-confidence,

resources, support, and time (the independent variable) that affect mental well-

being (the dependent variable). The profile of respondents (sex, age, program,

year level, and socio-economic status) is also considered as a factor influencing

this relationship.

Figure 1
Conceptual Paradigm of the Study
Independent Variable Dependent Variable

Perceived Barriers to
Physical Activities

 Lack of Energy
 Lack of Motivation
 Lack of Self-confidence Mental Well-being

 Lack of Resources
 Lack of Support
 Lack of Time 

Profile

 Sex
 Age
 Program
 Year Level
 Socio-Economic Status

Statement of the Problem

 7

The researchers aimed to assess and determine how time management

skills influence physical activities in school of education students at Universidad

de Zamboanga.

Specifically, the research intended to answer the following questions:

1. What is the level of perceived barriers to physical activity among the

respondents in terms of;

1.1 lack of energy

1.2 lack of motivation

1.3 lack of self-confidence

1.4 lack of resources

1.5 lack of support

1.6 lack of time

2. What is the perceived mental well-being of the respondents?

3. Is there a significant difference in the level of perceived barriers to

physical activity when respondents are grouped according to their profile?

4. Is there a significant relationship between the level of perceived barriers to

physical activity and wellbeing of the respondents?

 8

Hypothesis

This study assumes that barriers to physical activity may affect students’

mental well-being. After the various test between the relationship of these

barriers and mental well-being, we’ve come up with the following hypotheses.

There is no significance difference in the level of perceived barriers to

physical activity when respondents are categorized based on their profile.

There is no significant relationship between the level of perceived barriers

to physical activity and wellbeing of the respondents.

Significance of the study

The following individuals will benefit from this research.

For the Dean

Findings of the study can be useful to determine perceived barriers and

then suggest measures to improve physical activity among students.

For the Faculty

This study will give teachers information on how well their students are

doing so they can modify their teaching strategies and not encourage them to

participate more in class activities.

 9

For the Students

With this research, this will assist the students how to effectively utilize

physical activity and mental well-being.

For the future researchers

The findings of the study may be applied for practical use as a baseline

data for similar research of the same intent with higher number of respondents or

same target population but with different time.

Scope and Delimitation of the Study

This research was limited to examining the responses of School of

Education students regarding the challenges to physical activity and their mental

well-being. College students who are taking the 2023-2024 school year and are

randomly selected from the bachelor of secondary education (BSED) and

bachelor of elementary education (BEED) courses will be included in this

research among other programs. Using online survey questionnaires, 75 target

respondents (first through fourth years) from the three (3) different School of

Education programs will participate. at the University of Zamboanga.

 10

Definition of terms

To assist and deliver a clear interpretation of this study, an operational key

definition of terms is presented.

Physical Activities. Physical activity is characterized by muscle

movement that leads to energy expenditure. Energy consumption can be

quantified in kilocalories. Physical activity encompasses various activities,

including occupational, sports, conditioning, household, and miscellaneous tasks.

Mental Well-being. Permits persons to cope with the tensions of life,

realize one’s full potential, learn and work efficiently, and contribute back to

society.

Lack of motivation. Basically, lacks zeal. No goals, desires, or

willingness to work are there. Reduced motivation is usually a more severe

mental health condition that can have elements of depression.

Lack of self-confidence. Feeling unsure of one's identity and abilities.

They frequently experience feelings of inadequacy, unworthiness, and lack of

love. Low self-esteem can lead to a constant fear of failure and the potential for

letting others down.

Lack of Resources. usually indicates a shortage of funds, personnel, or

time. A similar scenario arises when discussing the deployment of lean and six

sigma with the CEO: insufficient resources, time, and personnel.

 11

Lack of support. Failure to support.

Lack of energy. Fatigue and drowsiness are not the same thing. A state of

tiredness. Lack of energy and enthusiasm are hallmarks of fatigue. Apathy and

drowsiness can be signs of fatigue.

Lack of time. There is no more time left to do something.

 CHAPTER II

RESEARCH METHODOLOGY

Information about the research methodologies, sampling, study location,

data collection tools, process, analytic methods, statistical treatment of data, and

the validity and reliability of the research used in the study are all covered under

this chapter.

Research Design

A descriptive research design was employed in the study. The

quantitative approach was used to answer questions about the relationships

among the measured variables which are the time management and physical

activities of the school of education student. Descriptive research is a method

that aims to present the characteristics of a certain group or phenomenon. The

data provided was reliable and well-organized, but the study couldn't explain the

underlying causes of the situation.

Descriptive research may involve hypotheses that are tentative and

speculative, as per Burns' (2008). Kervin's (2004) report indicates. Survey

research involves collecting data from individuals to gain insights into the

behavior of a target population. The term suggests that the information was

collected through a survey or questionnaire. A survey researcher's

responsibilities include ensuring a representative sample, crafting effective

 12

questionnaires, delivering them accurately, and analyzing the collected data.

Descriptive questionnaires will be used for data-gathering.

Research Locale

The Universidad de Zamboanga School of Education was the site of the

study. The Edeficio Academico in Tetuan, Zamboanga City, is home to SED.

Students enrolled in graduate, postgraduate, and teacher education programs

are served by the institution.

Figure 2

Spot map of Research Locale

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Population and Sampling

The participants were first-year, second-year, third year, and fourth-year

students in the School of Education. Universidad of Zamboanga's registrar

records are the parameter source. Quota and convenience sampling were to be

utilized to establish the sample size for the study. There were 59 responders in

all, chosen at random from each year level by the researchers. Participants in

this study may be any randomly chosen first- through fourth-year students

enrolled in the Department of Education at Universidad de Zamboanga for the

2023–2024 academic year. From the registrar's office, student lists were

provided.

A sample of randomly chosen students from each year level was picked

using simple random sampling. A researcher selects a random sample from the

population using simple random sampling. Everyone in the population has an

equal chance of being chosen. Next, data is gathered from the greatest

proportion of this arbitrary selection that can be achieved.

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Table 1

Respondents’ demographic profile by program, year level, age, sex, and

combined socioeconomic status (N = 59)

Profile_____________________ f___ %_____________________

Sex Male 19 32.2

Female 40 67.8
18-20 10 16.9
21-23 36 61.0
Age
24-26 11 18.6
27 ABOVE 2 3.4
Year level 1st Year 9 8.5
2nd Year 12 10.2
3rd Year 39 61.0

Program 4th Year 15 20.3

BEED 35 55.9
BSED 31 32.2
BPED 9 11.9
10,001-15,000 29 27.1
Combined Family Income 15,001-20,000 20 25.4
20,001-25,000 8 16.9
25,001-30,000 5 10.2
30,001 ABOVE 13 20.3

________________________________________________________________
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Data Gathering Tool

Self-perceived barriers to physical activity and well-being among to collect

data, “school of education students” will employ a questionnaire. Along with

gathering the respondents' information, the questionnaire will begin with the

cover letter. There are three sections to the questionnaire's question set. The

initial section of the questionnaire will ask for demographic information, such as

name, age, sex, year level, and family socioeconomic position. Perceived

Barriers questions make up the second section, and Mental Well-Being questions

make up the final section.

The questionnaire for this study made use of a Likert scale. The options

included strongly agree, agree, disagree, and strongly disagree, as well as

always, frequently, sometimes, seldom and never, which were applied in

assessing the perceived barriers. The students rated the items using a 5-point

Likert scale, where a score of 5 represented “always”, 4 meant “frequently”, 3

indicated “sometimes” 2 stood for “rarely”, and 1 corresponded to “never”.

In this study, a standardized questionnaire developed by Jalagat, [Link]

(2017) will be used as the reference for the data collection tool. The instrument
 16

was exposed to establish the relationship between the determinant factors of

absenteeism and physical activity. The research group modified the

questionnaire that relates to time management in previous studies with regards to

their sub-variables, study time, and rest and recreation.

Validity and Reliability

Respondents were also asked to provide informed consent to confirm that

they fully understood the nature of the study.

Validity and reliability were also considered. Validity refers to the accuracy

of a measure in capturing the intended variable, while reliability pertains to the

consistency of the measurements.

As stated by Parkinsos, Maheswaran, Tennant (Alan), Stewart-Brown and

Tenant, and according to Ruth, Clarke, Weich Taggart and Platt (2011), the

Warwick -Edinburgh Mental Well-being Scale (WEMEBS) was considered a

reliable and appropriate tool for assessing mental health across various projects

and groups. Both the PHQ-9 and WEMWBS demonstrated sufficient

psychometric properties. The study's results indicate strong support for the

construct validity of the hypotheses, with no floor or ceiling effects and clear

interpretation guidelines available. Cronbach's alpha coefficients for the two

measures, 0.85 and 0.76, were both high, indicating good internal consistency.

Ethical consideration
 17

The study aim is to keep respondent’s privacy and allow them to provide

information that cannot be traced back to them, researchers kept anonymity.

Researchers support human rights because they recognize that everyone has

the ability and right to form their own opinions. When someone is respected, their

dignity is also respected. During the research defense, several members of the

Ethics Review Committee served as panelists to guarantee that the previously

mentioned ethical standards are suitably scrutinized. Improvements in a student’s

understanding or research skills are among the direct benefits of educational

research. One benefit of sociological research might be that participants have

greater access to resources. The knowledge that scientists hope to learn from

their research is one benefit to science and society.

The researchers conducted this investigation in accordance with

fundamental ethical research norms since the participants in the study are

sentient individuals. The researchers handled every subject's information with the

highest confidentiality. The respondents suffered no bodily or psychological

injuries. Strict adherence was maintained to the presumption that the study's

identity and conclusions would remain anonymous. A consent form guaranteeing

that participation in the study on a purely voluntary basis was asked of the

respondents. Respondents were provided with a complete autonomy since the

researchers acknowledged they were free to make judgments based on belief

and values. Due to confidentiality researchers are required to protect confidential

information and ensure respondents are provided with information properly.

Data Gathering Procedure

 18

The information required for this research collected with the dean of the

school of Universidad de Zamboanga and to the program head of the department

of school of education’s permission and with the assistance of the researcher’s

teacher and adviser. The questionnaires were given to the respondents which

are the School of Education students.

The research was conducted remotely. The internet facilitated the

distribution of surveys using Google Forms. An estimation of 1-week duration

was given for obtaining the data. The researchers considered the accessibility of

the respondents. With this, an extension was done for accurate retrieval of data.

After the respondents answered the online questionnaire, the researchers tested

for the validity of responses. The results were then analyzed and interpreted.

The methods of how to effectively protect and secure collected data are;

encryption - the data should be encrypted to avoid unauthorized access. This

includes the use of tools such as encryption software or safe cloud storage

services to encrypt data in transit and at rest Access Control - data access

should be restricted to authorized individuals only. To ensure that only approved

by person can view the data., role-based access controls, multi-factor

authentication, and strict password policies must be enforced. Safe storage -

Keep the information in physically safe and secure spaces, including secured

filing cabinets or secure servers. Think about utilizing cloud storage companies or

safe data centers that have strong security protocols in place. Frequent

backups - Ensure that data is regularly backed up to protect against loss of data

in case of system failure or security breach. Backups ought to be kept apart from
 19

the main data storage in a safe place. Data retention guidelines - Define

precisely the length of time that data should be retained and the length of time for

safe disposal. When data is no longer needed, ensure that it is safely destroyed

in accordance with our policies.

Typically, data access is restricted to authorized individuals possessing a

legitimate need to know for the purposes of the research project. The principal

investigator, coinvestigators, research assistants, and data analysts directly

engaged on the project are often included in this group. Severe access controls,

including password protection, encryption, and role-based access privileges, are

often applied to limit data access. These measures help ensure that the soft copy

and hard copy information can be accessed, scrutinized, and utilized only by

authorized parties. To ensure the validity and integrity of the findings of the study,

as well as the privacy and confidentiality of the respondents, it is essential to

have a secure and limited access to the information. It is necessary that sharing

and dissemination of data follow ethical standards and data protection laws to

prevent misuse of data and illegal access. Ultimately, after the completion of this

research, all the data shall be erased, burned and destroyed.

Statistical Treatment

The statistical analysis, computation, and interpretation of the data were

conducted using the following tools.

Frequency and percentage were used to determine the demographic

profile of the respondents.

 20

Frequency and Percentage were applied to describe the democratic

profile of the respondents.

Weighted mean was utilized to determine the barriers to physical

activities and the mental well-being of the School of Education students at

Universidad de Zamboanga

T-test and One-way Analysis of Variance (ANOVA) were used to

determine the significant difference of Barriers to Physical activities and Mental

Well-being of School of Education students when grouped according to their

demographic profile.
 CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data collected

by researchers. The data were consolidated, tailed, analyzed, interpreted and

presented in tabular form.

Problem 1: “What is the level of perceived barriers to physical activity

among the respondents in terms of; lack of energy, lack of motivation,

lack of self-confidence, lack of resources, lack of support, lack of time”

Table 2
The level of perceived barriers to physical activity among the respondents in
terms of lack of energy.

Mean Interpretation
Statements Response Remarks

1. I think exercise is difficult 3.41 Sometimes Averag

and too tiring. e
2. I never have enough energy 3.19 Average Averag
to be able to do exercise. e
3. My body doesn’t consistently 3.39 Average Averag
adapt to long- term exercise. e
4. After a long day at work, I 3.39 Average Averag
simply don’t have the energy to e
exercise.
5. My low energy levels are 3.51 Often High
holding me back from engaging
in physical activity.
Grand Mean 3.38 Sometimes Avera

ge
 21

Legend: 1.00 – 1.50 Never Very Low

1.51 – 2.50 Rarely Low
2.51 – 3.50 Sometimes Average
3.51 – 4.50 Often High
4.51 – 5.00 Always Very High
Table 2 shows the perceived barriers to physical activity based on

respondents' energy levels.

The last statement “My low energy levels are holding me back from

engaging in physical activity” has the highest mean (3.51). This implies that the

respondents are probably less likely to face energy-related obstacles to

physical exercise.

The grand mean of 3.38 means that the level of perceived barriers to

physical activity among the respondents in terms of lack of energy is average.

Table 3

The level of perceived barriers to physical activity among the respondents in

terms of lack of motivation.
Mean Interpretation
 22

Statements Response Remarks

1. I’ve been thinking about 3.31 Sometimes Averag

other recreational activities e
with my friends that are more
entertaining than exercise.
2. I have not been thinking 2.95 Sometimes Averag
about exercise having e
positive effects on my health.
3. I spent a lot of time 3.22 Sometimes Averag
commuting just to do physical e
activities in school.
4. I struggle to find the 3.36 Sometimes Averag
motivation to get up and e
exercise, especially after a
busy day.
5. I can’t seem to muster up 3.37 Sometimes Averag
the motivation to commit to a e
regular exercise routine.

Grand Mean 3.24 Sometimes Avera

ge

Table 3 shows the level of perceived barriers to physical activity among

the respondents in relation to lack of motivation. The statement “I can’t seem to

muster up the motivation to commit to a regular exercise routine obtained the

highest mean score of 3.37.

The grand mean (3.24) means that the level of perceived barriers to

physical activity among the respondents in terms of lack of motivation is

average.

Physical inactivity and sedentary lifestyle produce harmful effects not

only on individuals but also on the economy. As noted by Yen Sin Koh et al.
 23

(2022), their study investigated the prevalence of perceived barriers to physical

activity in the adult population of Singapore and examined their associations

with both physical activity and sedentary behavior.

Table 4
The level of perceived barriers to physical activity among the respondents in
terms of lack of self-confidence.
_______________________________________________________________
Mean Interpretation
Statements Response Remarks

I’ve been worried about my 3.24 Sometimes Average

looks when I exercise
I have been not thinking about 2.19 Sometimes Average
my ability to exercise
Fear of injuries that I might get 3.15 Sometimes Average
in doing exercise
I am concern about my health 3.17 Sometimes Average
conditions in relation to certain
types of physical activities
I feel too self-conscious to 3.29 Sometimes Average
exercise in public or at the gym
Grand Mean 3.21 Sometimes Average

Table 4 presents the level of barriers to physical activity among the

respondents in terms of lack of self-confidence. The last statement “I feel too

self-conscious to exercise in public or at the gym” has the highest mean (3.29).

This implies that the respondents are probably less likely to face self-confidence

obstacles to physical exercise.

The grand mean (3.21) means that the level of perceived barriers to

physical activity among the respondents in terms of lack of self-confidence is

average.
 24

The interconnectedness of knowledge, competence, and performance is

crucial for career success. Life can be difficult when individuals lack certain

resources. Students who lack any of these elements may encounter challenges

in reaching their desired outcomes. Competence, knowledge, and performance

are interconnected concepts and together they serve as key determinants of an

individual's success in their career. Life can be difficult when individuals lack

certain resources. Students lacking these essential elements may encounter

difficulties in fulfilling their academic goals. Low student self-confidence can

hinder both individual students and the overall effectiveness of educational

institutions. Akbari and Sahibzada, represented by (2020)

Table 5
The level of perceived barriers to physical activity among the respondents in
terms of lack of resources.
_______________________________________________________________
Mean Interpretation
Statements Response Remarks
 25

There is no fitness center that 2.91 Sometimes Average

I could get to
I have no exercise equipment 2.98 Sometimes Average
at home that I use
I have Inadequate access to 2.90 Sometimes Average
gym, parks, or recreational
areas
I don’t have permanent 2.97 Sometimes Average
transportation to reach
recreational areas
I lack the necessary knowledge 3.07 Sometimes Average
about effective workout
routines and proper techniques
Grand Mean 2.97 Sometimes Average

The information in Table 5 examines to what degree respondents feel

that resource constraints act as an impediment to physical activity. The final

statement "I lack the necessary knowledge about effective workout routines and

proper techniques" is the one with the highest mean (3.07). This suggests that

the respondents are likely to be less prone to encounter resources and

impediments to physical exercise.

The grand mean (2.97) tells us that the respondents' perceived barrier to

physical activity in terms of a lack of resources was found to be at an average

level. Low physical activity has been seen as one of the major risk factors for

premature mortality and all-cause mortality and non-communicable disease.

Workers, especially with low job level PA, are at risk of physical inactivity, and
 26

the literature on this is scarce. However, workers can benefit from physical

activity for work productivity and health. Therefore, well-planned studies of

behavior change to promote physical activity among workers are an urgent need,

particularly amid the COVID-19 pandemic.

Literature was reviewed prior to 30 July 2022, and the findings were

consolidated. This review details the evidence concerning inadequate PA and

additionally offers an overview of theory-driven strategies for enhancing

physical activity. data suggests that intervention mapping (IM) served as an

effective method for creating, executing, and assessing behavior change

interventions. Utilizing the IM framework, examining the theory- and evidence-

supported change methods and delivery formats, along with pinpointing

research gaps and limitations of current interventions, could offer valuable

insights and avenues for creating robust interventions to enhance physical

activity among workers. The revised knowledge base for crafting upcoming

interventions could enhance effectiveness and offer solid conclusions for

researchers in this field. Yan Sun and colleagues (2022).

Table 6
 27

The level of perceived barriers to physical activity among the respondents in

terms of lack of support.

_______________________________________________________________

Mean Interpretation

Statements Response Remarks

_______________________________________________________

My family or friends do not 2.93 Sometimes Averag

encourage me to exercise. e
My parents give academic 3.19 Sometimes Averag
success priority over exercise. e
I have family obligations to 3.19 Sometimes Averag
consider. e
I don’t have anyone to 3.10 Sometimes Averag
exercise with, which makes it e
harder to stay motivated
Without encouragement from 3.22 Sometimes Averag
friends or e
family, I struggle to maintain a
consistent exercise routine
Grand Mean 3.13 Sometimes Avera
ge

________________________________________________________________

Table 6 illustrates the level of perceived barriers to physical activity among the

respondents in relation to lack of support. The last statement “Without

encouragement from friends or family, I struggle to maintain a consistent

exercise routine” has the highest mean (3.22). This implies that the respondents

are probably less likely to face lack of support obstacles to physical exercise.
 28

The computed grand mean of (3.13) indicates that the perceived barriers to

physical activity in terms of lack of support are at an average level.

According to Steinhoff and Reiner, the global population of older adults is

projected to reach nearly one billion by 2050. Physical activity plays a vital role

in achieving successful aging. However, the prevalence of insufficient physical

activity tends to rise with age, as many older adults fail to meet the

recommended activity guidelines. Previous studies have shown an association

between social support and physical activity among older adults. This review

seeks to consolidate and evaluate research on the relationship between

functional social support (SOSU) and physical activity (PA) in older individuals.

Functional social support includes emotional, informational, instrumental, and

companionship needs as well as social comparison.

 29

Table 7

The level of perceived barriers to physical activity among the

respondents in terms of lack of time.

_______________________________________________________________

Mean Interpretation

Statements Response Remarks

_______________________________________________________

I have no leisure time for 3.27 Sometimes Averag

exercise because of my busy e
lesson schedule
I have no leisure time for 3.15 Sometimes Averag
exercise because of my social e
and family responsibilities
I have so much work to 3.31 Sometimes Averag
prioritize e
My busy schedule leaves me 3.10 Sometimes Averag
with very little time to devote to e
regular exercise
I struggle to prioritize exercise 3.19 Sometimes Averag
due to a lack of time in my daily e
routine
Grand Mean 3.19 Sometimes Avera
ge

________________________________________________________________

Table 7 shows the level of perceived barriers to physical activity among

the respondents. respondents in terms of lack of time. The third statement “I

have so much work to prioritize” has the highest mean (3.31). This implies that
 30

the respondents are probably less likely to face resources and obstacles to

physical exercise.

Grand mean (3.19) indicates respondents' levels of perceived constraints

on physical activity due to lack of time are average. There is a need for regular

physical activity to maintain long-term physical, mental, and emotional health.

Despite the external benefits of exercise and physical activity, seniors are

generally inactive, and few take part in programs that aim to foster physical

activity participation. Because the majority of adults in the US are not achieving

physical activity recommendations, researchers have been quick to learn about

what inspires and dissuades physical activity.

Table 8

The overall degree of perceived obstacles to physical activity among the

respondents includes lack of motivation, low self-confidence, lack of
resources, lack of support, lack of time.
________________________________________________________________
Grand Mean Interpretation

Statements Response Remarks

_______________________________________________________

Lack of energy 3.24 Sometimes Averag

e

Lack of motivation 3.24 Sometimes Averag

e

Lack of self-confidence 3.21 Sometimes Averag

 31

Lack of resources 2.97 Sometimes Averag

e

Lack of support 3.13 Sometimes Averag

Lack of Time e
3.20 Sometimes
Averag
e

Overall Mean 3.21 Sometimes Avera

ge

________________________________________________________________

Table 8 shows the extent of perceived obstacles to physical activity

among the respondents regarding lack of motivation, lack of self-esteem, lack of

resources, lack of assistance, and lack of time. The table presented tells that the

first and second statement “Lack of Time and Lack of Motivation have a highest

and equal grand mean response of (3.24). This implies that the respondents are

probably more likely to face energy and motivation obstacles to physical

exercise.

The grand mean (3.21) means that the level of perceived barriers to

physical activity among the respondents in terms of lack of time is average.

In a developed nation, the barriers to physical activity are low motivation,

insufficient time, insufficient support—especially from a workout partner—

inclement weather (heat, rain, wind), exhaustion, and illness. In addition, issues

related to mental illness such as depression, anxiety, stress and fatigue are

recognized as barriers to physical activity in developed countries. Some of the

 32

barriers to physical activity in developed countries include lack of motivation,

insufficient time, ineffective support, especially from a fitness buddy, poor

weather conditions (such as heat, rain, or wind), tiredness, and illness.

Furthermore, in industrialized countries, mental problems such as sadness,

anxiety, stress, and fatigue are identified as barriers to physical activity. In

developing nations, the key determinants of limited physical activity are few

leisure hours, fatigue, environmental pollution, bad weather, low economic

status, lack of appropriate information, and unfavorable attitudes towards

physical fitness. Similarly, psychological concerns including sadness, anxiety,

stress and fatigue are also identified as barriers to physical activity. Limited time

for recreation, fatigue, environmental pollution, bad weather, low income, limited

information, and fitness attitudes are the major deterrents to physical exercise in

developing nations. Addressing the increasing challenges requires a robust focus

on world health to devise and adopt approaches promoting a healthy way of life

and physical exercise. Identifying perceived barriers to physical activity and

formulating ways to overcome them can contribute to the incorporation of

physical activity in daily life. The present study in Bangladesh aimed to determine

the perceived obstacles to maintaining physical activity among adults and to

examine how this physical activity among adults and to examine how these

barriers relate to mental health characteristics.

 33

Problem 2: “What is the perceived mental well-being of the respondents?”

Table 9

The perceived mental well-being of the respondents

_____________________________________________________________

Mean

Statements Response Remarks

___________________________________________________________

I've been feeling optimistic about the 3.68 Often

future
I've been feeling useful 3.68 Often
I've been feeling relaxed 3.49 Sometimes
I've been feeling interested in other 3.59 Often
people
I've had energy to spare 3.54 Often
 34

I've been dealing with problems well 3.25 Sometimes

I've been thinking clearly 3.37 Sometimes
I've been feeling good about myself 3.38 Sometimes
I've been feeling close to other people 3.58 Often
I've been feeling confident 3.68 Often
I've been able to make up my own mind 3.32 Sometimes
about things
I've been interested in new things 3.66 Often
I've been feeling cheerful 3.64 Often
I am aware of the signs and symptoms of 3.24 Sometimes
my mental health conditions
I am familiar with different mental health 3.21 Sometimes
conditions such as depression, anxiety,
bipolar disorder, or schizophrenia.
I believe that mental illness is a sign of 3.78 Often
personal weakness
I am comfortable discussing mental 3.22
health openly with friends, family, or Sometimes
colleagues
I am comfortable discussing mental 3.73
health openly with friends, family, or Sometimes
colleagues
I've been experiencing mental health 3.07 Sometimes
conditions
My workplace promotes a supportive 3.27 Sometime
environment for mental well-being
Grand Mean 3.44 Sometimes

________________________________________________________________

Legend: 1.00 - 150 = Never

1.51 - 2.50 = Rarely
2.51- 3.50 = Sometimes
3.51 - 4.50 = Often
4.51 - 5.00 = Always
 35

Table 9 presents the perceived mental well-being of the respondents.

The table shows that Question 16 has the highest mean response of (3.78).

The grand mean (3.44) means that the perceived mental well-being of the

respondents is average.

As reported by Cornelia Herbert, (2022). Emerging adults are facing a

growing number of mental health challenges, including depression, alongside

an increase in sedentary habits. Emerging adults who spend a lot of time sitting

and are prone to mental health disorders are university students. A significant

number of university students report experiencing anxiety, depression, and

stress. This study examines the potential of physical activity and exercise to

improve the mental well-being of college students. This manuscript seeks to

summarize the current body of scientific evidence and based on that

foundation, present a university-based research project. The project

investigated whether physical activity, exercise intervention, and short bouts of

low-to moderate-intensity exercise can buffer perceived stress, reduce

symptoms of mental health problems, and enhance overall well-being both

psychological and physiological among university students. Specifically, it will

explore their effects on depressive and anxiety symptoms, perceived stress,

emotion perception, body awareness, and subjective well-being, including

quality of life.

Problem 3: “Is there a significant difference in the level of

perceived barriers to physical activity when respondents are grouped

according to their profile?”

 36

Table 10

Significant difference in the level of perceived barriers to physical activity

when respondents are grouped in terms of their sex

________________________________________________________________

Sex Mean t-value P-value Decision Interpretation

Response on Ho

Male 3.0316 -1.490 0.142 Accept Ho Not Significant

Female 3.2594

The substantial variation in respondents' perceived barriers to physical

activity when categorized by sex is shown in Table 10. Shown in Table 10 is the

P-value of 0.142 for male and female. Since the computed p-value exceeded

the 0.05 level of significance, the null hypothesis is retained. Therefore, there is

no significant difference in the level of perceived barriers to physical activity

when the respondents are categorized according to sex.

According to Abdullah Almuqahwi et al. (2023), sexual function is crucial

for overall wellness and quality of life. Exercise is acknowledged for its

substantial impact on various health aspects; however, its effect on sexual

function within the general population remains a relatively underexplored

subject. This systematic review aims to comprehensively examine the available

evidence on the relationship between physical activity and sexual function in

both adult males and females. Digital databases and relevant sources were
 37

systematically searched following the Preferred Reporting Items for Systematic

Review and Meta-Analyses (PRISMA) guidelines. Studies included the review

assessing the impact of International Index of Erectile Function (IIEF-5) and the

evaluation of the selected studies was conducted, and the findings were

integrated using qualitative analysis.

The review highlighted 12 randomized controlled trials, predominantly

involving male participants, with interventions that varied from home-based

walking to organized exercise training. Only two of the studies included female

participants. Aerobic exercise was the most recommended type of exercise.

Daily aerobic was revealed to be an effective and promising non-

pharmacological treatment for enhancing erectile function in men. However,

when evaluating the influence of exercise programs on women's sexual function

and overall sexual quality of life, the evidence remains inconclusive, making it

difficult to establish definitive outcomes. Health policy makers hold an important

responsibility in offering guidance and recommendations to healthcare

professionals, encouraging them to advocate exercise as a more favorable

option compared to drug-based interventions in improving sexual function

among both men and women.

Table 11

Significant difference in the level of perceived barriers to physical activity

when respondents are grouped according to their age

____________________________________________________________

Age Mean F-value P-value Decision on Interpretation

 38

Response Ho

18-20 3.2733

21-23 3.2898

24-26 2.8192 2.455 0.073 Accept Ho Not Significant

27- ABOVE 2.9000

Table 11 displays the significant difference in the level of perceived

barriers to physical activity when the respondents are classified to age.

Shown in Table 11 is the P-value of 0.073 the ages ranging 18-20, 21-23,

24-26, and 27 above. Since the computed p-value is greater than the 0.05

level of significance, the null hypothesis is retained. Therefore, there's no

significant difference in the level of perceived barriers to physical activity

when respondents are grouped by age. According to Suryadinata et al.

(2020). The human body can develop metabolic disorders and other

chronic diseases due to poor physical activity. Meanwhile, a high level of

physical activity has an active contribution towards the quality of life.

Nonetheless, despite many studies examining the relationship between

age, weight, and physical activity, there is a lack of research on the

variations in physical activities among obese and non-obese individuals in

the elderly and adult populations. accordingly, this study aims to explore
 39

the effect of age and weight on physical activity among both the adult and

older population.

Table 12

Significant difference in the level of perceived barriers to physical

activity when respondents are categorized based on the year level.

_______________________________________________________________

Year Level Mean F-value P-value Decision on Interpretation

Response Ho

1st 2.9933
2nd 3.1167
3rd 3.3426 3.135 0.033 Reject Ho Significant
4th 2.8314

When respondents' reported barriers to physical activity are categorized

by year level, Table 12 shows the considerable variation in perceived barriers.

The P-Value of the 1st,2nd,3rd and 4th years is 0.033, as seen in table 12. Since the

computed p-value is below the 0.05 level of significance; the null hypothesis is

rejected. When respondents are categorized according to their Year Level, the

degree of perceived impediments to physical activity varies significantly.

A growing body of research has examined the effects of physical activity

–whether class-based, school-based, or extracurricular -on academic

performance l, leading to considerate debate regarding the outcomes. Several

studies support the role of physical activity in enhancing academic and

cognitive functioning. De Greeff et al. confirmed the positive influence of

 40

exercise on executive functions such as inhibition, working memory, cognitive

flexibility, and planning, as well as in academic achievements. They reported

that the largest effects are detected in interventions that involve persistent,

frequent physical activity over time.

These results are in line with Barbosa et al., who reported a moderate

positive effect of physical activity on academic achievement. However, they

noted that acute physical activity yielded no benefits. Later studies, however,

found differences, showing that acute interventions significantly improved

processing speed, inhibition, and attention, while chronic physical activity

interventions contributed to gains in processing speed, attention, cognitive

flexibility, working memory, and language abilities.

In contrast, Esteban-Cornejo et al. found a weak and negative

association between physical activity and academic performance. Similarly,

Daley and Ryan reported no significant link between increased physical activity

and improved academic achievement. These mixed results indicate

inconsistencies within the literature, suggesting the needs for further research

to provide clearer insight into this relationship.

If it is shown that physical activity can be incorporated within schools

without harmful effects on grades, policymakers and educators might be

encouraged to enact a policy encouraging frequent physical activity within the

learning community. This would ensure that children meet their recommended

physical activity levels (60 mins or more per day) for most of the week.
 41

Table 13

Significant difference in the level of perceived barriers to physical

activity when respondents are grouped according to their program

_______________________________________________________________

Program Mean F-value P-value Decision on Interpretation

Response Ho

BEED 3.2333
BSED 3.3035 4.330 0.018 Reject Ho Significant
BPED 2.6443

Table 13 presents the significant difference in the level of perceived

barriers to physical activity when respondents are grouped in terms of their

Program. Shown in Table 13 is the P-value of 0.018 for BEED, BSED, and

BPED. Since the p-value is below the 0.05 level of significance, the null

hypothesis is rejected. This indicates a significant difference in the level of

perceived barriers to physical activity when respondents are grouped according

to their programs. The World Health Organization (2022) reported that a large

portion of children and adolescents worldwide are not meeting recommended

levels of moderate to vigorous physical activity.

Meanwhile, the disparity of active levels between girls and boys still

prevails in a majority of countries, including the Philippines. In response to this

 42

health concern, the Commission on Higher Education (CHED) in the Philippines

introduced the PATHFIT (Physical Activity Towards Health and Fitness)

courses. Accordingly, this study sought to evaluate existing program models

aimed at improving students' cardiorespiratory and muscular fitness. A quasi-

experimental analysis was conducted on an exercise model utilizing three

fitness assessments: the Prone Bridge Test (PBT), the 3-minute Step Test

(STEP), and the Wall Squat (WS). The results indicated that participants

experienced significant improvements following the 12-week fitness program,

with p<0.01 in scores for PBT, STEP, and WS. Despite the significant

differences in results (N=155), Cohen's d values showed that the changes were

small to medium in the three performance tests after the treatment. Also, the

study found that women had smaller effect sizes compared to men. These

results highlight the importance of creating new exercise programs that include

motivation and game-like elements. It is also suggested that physical education

courses at universities should use updated models that better suit women,

focusing on their fitness needs and helping them get more involved in sports.

Furthermore, the Philippine Commission should support these university

programs, especially since there are now more exercise and sports experts in

schools, to ensure the successful use of PATHFIT and improve students'

overall fitness. Dimarucot, H. C. et al. (2024).

Table 14
 43

Significant difference in the level of perceived barriers to physical

activity when respondents are grouped according to their monthly
family income
____________________________________________________________

Monthly Mean F-value P-value Decision on Interpretation

Family Income Response Ho

P15,000 and 3.2000

below
P15,001- 3.3488
P20,000
P20,001- 3.4067
P25,000
2.8333 1.963 0.113 Accept Ho Not Significant
P25,001-
P30,000
P30,001 ABOVE 2.9565

Table 14 presents the significant difference in the level of perceived

barriers to physical activity when respondents are grouped in terms of their age.

Shown in Table 11 is the P-value of 0.073 the ages ranging 18-20, 21-23, 24-26,

and 27 above. Since the computed p-value is above the 0.05 level of

significance, the null hypothesis is accepted. This means there is no significant

difference in the level of perceived barriers to physical activity when respondents

are grouped according to age. According to Suryadinata et al. (2020). The

human body can develop metabolic disorders and other chronic diseases due to

poor physical activity. Meanwhile, a high level of physical activity has an active

contribution towards the quality of life. Nonetheless, despite many studies

 44

examining the relationship between age, weight, and physical activity, there is a

lack of research on the variations in physical activities among obese and non-

obese individuals in the elderly and adult populations. Therefore, this study also

aims to examine the effects of age and weight on physical activity among both

adults and the older population.

Problem 4: “Is there a significant relationship between the level of

perceived barriers to physical activity and mental well-being of the

respondents?”

Table 15

Significant relationship between the level of perceived barriers to

____________________________________________________________
X Y r-value Verbal P- Decision on Interpretation
Description value
Ho

Significant Mental Low 0.006 Reject Ho Significant

relationship wellbein Negative
-0.354
between the g Correlation
perceived
barriers to
physical
activity
 45

_______________________________________________________________

Table 15 presents the significant difference in the level of perceived

barriers to physical activity when the respondents are grouped by monthly

family income. Because the p-value is less than .05 level of significance, the

null hypothesis is rejected. This indicates that there is a significant difference in

the level of perceived barriers to physical activity when respondents are

classified according to their monthly income. Furthermore, findings revealed a

significant relationship between perceived barriers to physical activity and the

respondents’ mental well-being.

Promoting physical activity and well-being requires a sociological

understanding of the factors that restrict participation, particularly among

disadvantaged groups. Salmi (2023) investigated perceived barriers to

physical activity and their connection with social background factors within

the theoretical framework of social space. Survey data (n = 302) were

collected from adults living in two low socioeconomic suburbs in Finland and

analyzed using binary logistic regression, multiple correspondence analysis,

and variance analysis. The most frequent barriers identified were low mood,

lack of time, health issues, and absence of companionship. Data-driven

classification showed that multiple barriers were associated with non-native

domestic language, single parenthood, ages 30–44 years, and low

household income. In contrast, personal barriers rather than environmental

ones were linked to retirement, low income, low physical activity levels, and

domestic native language.

 46

The study concluded that reducing inequalities in access to physical

activity requires sports policies that provide services to help overcome these

barriers. Advancing this knowledge calls for the continued development of

relevant theory and empirical research on the social spaces of physical

activity, alongside ongoing dialogue between welfare policymakers and

sports service providers.

 CHAPTER IV

CONCLUSION AND RECOMMENDATIONS

This chapter's coverage presents the results and recommendations

derived from the respondents' comprehensive responses, analyzed and

interpreted using suitable statistical methodologies.

Conclusion

These are the conclusions that are being drawn from the study:

1. There are about average amounts of things that stop Universidad de

Zamboanga School of Education students from being physically and

mentally healthy. These include not having enough energy, drive, or self-

confidence, as well as not having enough resources, support, or time.

2. Mental health is about average for Universidad de Zamboanga School of

Education students.

3. When respondents are put into groups based on their profile, there is a

big difference in how many hurdles they see to being active.

4. The respondents' perceived obstacles to physical activity and their mental

health do not significantly correlate.

 48

Recommendation

Based on the findings and conclusions made, the researchers

recommend the following:

To the School Administrators

To keep organizing and carrying out a range of programs that

encourage physical activity and sport-related exercises for SEd students,

which support their academic achievement and mental health.

To the SEd Faculty

To give students physical and emotional health top priority. To

support their academic success and overall wellness. Exercise on a regular

basis, in the form of workouts, walks, yoga classes, or sport events, can

make individuals feel less anxious, more energetic, and physically healthier.

Teaching staff can play a better role as teachers and enjoy a quality work-

life balance by giving high importance to mental health and exercise.

To the Students

To incorporate a balanced combination of mental and physical health

activities into their daily lives. Exercise daily, whether yoga, team sports, or

even going for a walk, can improve mood, reduce stress levels, and
 49

optimize physical well-being. Finding time to engage in mental health

activity such as journaling, meditation, or counseling can improve your

concentration, mange stress, and feel more positive overall. To cultivate and

perceived barriers regarding this matter that promote a healthy- balanced

lifestyle and supports their academic and personal success.

To the Future Researchers

To consider other factors that might impact the student's physical and

emotional health. It is probable that they will think about the obstacles and

difficulties that the SEd Department students may encounter.

 50

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Edition with estimates for 161 countries. World Obesity Federation.

[Link]
 53

Rose, D. W., & Sissons, B. (2024, January 22). I have lost my confidence and

self-esteem. Medical News Today. [Link]

have-lost-my-confidence-and-selfesteem

Sahibzada, A. (2020). Students’ self-confidence and its impacts on their learning

process. ResearchGate.

[Link]

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Steinhoff, A., & Reiner, M. (2024). Physical activity and functional social support

in community-dwelling older adults: A scoping review. BMC Public Health, 24,

1355. [Link]

Suryadinata, R. V., Wirjatmadi, B., Adriani, M., & Lorensia, A. (2020). Effect of

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[Link]

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Wilson, D. R., & Sissons, B. (2024, January 22). I have lost my confidence and

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have-lost-my-confidence-and-selfesteem
 54

APPENDICES
 55

Appendix A

VALIDATION LETTER

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION
DEPARTMENT OF SCHOOL OF EDUCATION
MAIN CAMPUS, DON TORIBIO ST., TETUAN, ZAMBOANGA CITY

December 20, 2023

Dr. JULIETA D. FRANCISCO

Faculty
School of Education
Universidad de Zamboanga

Dear Dr. JULIETA D. FRANCISCO:

We are currently conducting research entitled "Barriers to Physical Activity

and Mental Well-Being among School of Education Students." as one of the
requirements in Research 1- Research Writing for this first semester of SY 2023-
2024.

In this regard, we would like to kindly seek your professional assistance for the
validation of our questionnaires. Your suggestions and recommendations will be
highly regarded for the improvement of the paper.

Your guidance and support will be highly appreciated.

Thank you very much and God bless.

Respectfully yours,

MARISSE P. BALASA
Research Group Representative

Noted by:
Dr. JOSELITO F. IGNACIO
Research Professor

Approved and accepted by:

DR. JULIETA D. FRANCISCO

 56

VALIDATION LETTER

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATION
MAIN CAMPUS, DON TORIBIO ST., TETUAN, ZAMBOANGA CITY

December 20, 2023

Prof. GEDIE ROCAMORA

Faculty
School of Education

Dear Prof. Gedie Rocamora:

Greetings!

We are currently conducting research entitled "Barriers to Physical Activity

and Mental Well-Being among School of Education Students." as one of the
requirements in Research 1- Research Writing for this first semester of SY 2023-
2024.

In this regard, we would like to kindly seek your professional assistance for the
validation of our questionnaires. Your suggestions and recommendations will be
highly regarded for the improvement of the paper.

Your guidance and support will be highly appreciated.

Thank you very much and God bless.

Respectfully yours,
MARISSE P. BALASA
Research Group Representative

Noted by:
DR. JOSELITO F. IGNACIO
Research Professor

Approved by:
PROF. GEDIE ROCAMORA
 57

APPENDIX B

Statistician Letter

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATION
MAIN CAMPUS, DON TORIBIO ST., TETUAN, ZAMBOANGA CITY

June 22, 2024

JOSELITO F. IGNACIO Ph.D.

SED Program Chairperson
School of Education Zamboanga University

Dear Dr. Ignacio,

Good day!

The undersigned researchers are currently working on a study titled "BARRIERS

TO PHYSICAL ACTIVITY AND MENTAL WELL-BEING AMONG SCHOOL OF
EDUCATION STUDENTS." In this regard, we are asking for your professional
guidance as our research statistician. We believe that your knowledge in this field
will contribute to the excellence of our research. The researchers highly expect
and appreciate your positive consent to this request.

Thank you very much!

MARISSE P. BALASA
Group Representative

Noted by:

DR. LOURDES D. DAYOT

Adviser

DR. JOSELITO F. IGNACIO

SED Program Chairperson
 58

APPENDIX C

INFORMED CONSENT

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF EDUCATION
DEPARTMENT OF SCHOOL OF EDUCATION
MAIN CAMPUS, DON TORIBIO ST., TETUAN, ZAMBOANGA CITY

Dear Respondents.

Greetings!

Good day to you! We are inviting you to take part in this research. The
researchers aim to determine the student's barriers to physical activity and their
mental health, specifically, the School of Education students of Universidad de
Zamboanga.

In this light, the researchers are hoping that this study will benefit the students,
the faculty, and the future researchers. There are no identified risks from
participating in this research. There are no costs or monetary compensation to
you for your participation in this study.

Your participation and cooperation are highly appreciated. This questionnaire will
only take 15 minutes to complete. Your name will not be associated with any
results of this study. Your grades will be retrieved with your consent to your
respective adviser. The data from you will be treated with utmost confidentiality.

Sincerely,
MARISSE P. BALASA
Researcher's Signature over Printed
Name:

CONSENT:

By signing this consent form, I confirm that I have read and understood the
information and have had the opportunity to ask question/s. I understood that my
participation is voluntary and that I am free to withdraw any time, without giving
the reason and without cost. I understand that I will be given a copy of this
consent form. I voluntary agree to take part in this interview.

Sincerely,

Respondent's Signature over Printed Name

 59

APPENDIX D

SURVEY QUESTIONAIRE

Part I – DEMOGRAPHIC PROFILE

Instructions: Supply the needed information by putting a check mark

inside the box that corresponds to your answer.

Name (Optional): _____________________________

Sex Age Year Level

[ ] Male [ ] 18-20 years old [ ] First Year

[ ] Female [ ] 21-23 years old [ ] Second Year

[ ] 24-26 years old [ ] Third Year

[ ] 27 - above [ ] Fourth Year

Program

[ ] Bachelor of Elementary Education

[ ] Bachelor of Secondary Education

[ ] Bachelor of Physical Education / BTLED / BECED

 60

Socio-economic Status: Monthly Family Income

[ ] P15,000 and below

[ ] P15,001 – P20,000

[ ] P20,001 – P25,000

[ ] P25,001 – P30,000

[ ] P30,001 above

Part II – SURVEY QUESTIONNAIRE

Instructions: Read each statement carefully. select a number (1,2,3,4, or 5)

which applies to you. Note that there is no right or wrong response to any of
the items on this survey.

5- Always

4- Often

3- Sometimes

2- Rarely

1- Never
A. Lack of ALWAYS OFTEN SOMETIMES RARELY NEVER

energy
(5) (4) (3) (2) (1)

I think exercise is

difficult and too

 61

tiring.

I never have

enough energy to

be able to do

exercise

My body doesn’t

consistently adapt

to long- term

exercise

After a long day at

work, I simply don’t

have the energy to

exercise

My low energy

levels are holding

me back from

engaging in

physical activity

B. lack of

motivation

I’ve been thinking

about other
 62

recreational

activities with my

friends that are

more entertaining

than exercise.

I have not been

thinking about

exercise having

positive effects on

my health.

I spent a lot of time

to
commuting just to

do physical

activities in school.

I struggle to find
the motivation to
get up and
exercise,
especially after a
busy day

I can’t seem to

muster up the
 63

motivation to

commit to a

regular exercise

routine

C. Lack of self-

confidence

I’ve been worried

about my looks

when I exercise

I have been not

thinking about my

ability to exercise

Fear of injuries

that I might get in

doing exercise

I am concern

about my health

conditions in

relation to certain

types of physical

activities

I feel too self-

conscious to
 64

exercise in public

or at the gym

D. Lack of

Resources

There is no fitness

center that I could

get to

I have no exercise

equipment at

home that I use

I have Inadequate

access to gym,

parks, or

recreational areas

I don’t have
permanent
transportation to

reach recreational

areas

I lack the

necessary

knowledge about
 65

effective workout

routines and

proper techniques

E. Lack of

Support

My family or

friends do not

encourage me to

exercise.

My parents give

academic success

priority over

exercise.

I have family

obligations to

consider.

I don’t have

anyone to exercise

with, which makes

it harder to stay

motivated

Without
 66

encouragement

from friends or

family, I struggle to

maintain a

consistent exercise

routine

F. Lack of

Time

I have no leisure

time for exercise

because of my

busy lesson

schedule

I have no leisure

time for exercise

because of my

social and family

responsibilities.

I have so much

work to prioritize

My busy schedule

leaves me with

very little time to

 67

devote to regular

exercise

I struggle to

prioritize exercise

due to a lack of

time in my daily

routine

Part III – MENTAL WELL-BEING

QUESTIONNAIRE

Read each statement carefully. Select a number (1, 2, 3, 4, or 5) which

applies to you. Note that there is no right or wrong response to any of the
items on this survey. 5-All of the time

4-Often

3-Some of the time

2- Rarely

1-None of the time

ALL OF OFTEN SOME OF RARELY NONE OF

STATEMENTS THE TIME THE TIME THE TIME

(5) (4) (3) (2) (1)

 68

I've been feeling

optimistic about the

future

I've been feeling useful

I've been feeling

relaxed

I've been feeling

interested in other

people

I've had energy to

spare

I've been dealing with

problems well

I've been thinking

clearly

I've been feeling good

about myself

I've been feeling close

to other people

I've been feeling

confident

I've been able to make

 69

up my own mind about

things

I've been interested in

new things

I've been feeling

cheerful

I am aware of the signs

and symptoms of my

mental health

conditions?

I am familiar with

different mental health

conditions such as

depression, anxiety,

bipolar disorder, or

schizophrenia.

I believe that mental

illness is a sign of
personal weakness

I am comfortable

discussing mental

health openly with

friends, family, or

colleagues
 70

I've been experiencing

mental health

conditions

My workplace promote

a supportive

environment for mental

well-being

APPENDIX E

CONTENT VALIDITY OF THE RESEARCH INSTRUMENT

71
72
73
74
 75

CURRICULUM VITAE

Personal Data

Patayon, Jhon Evert C.

Address Tetuan Zamboanga city

Telephone NA

Mobile No. +639709848440

Date of Birth August 12, 2002

Place of Birth Dawa - Dawa

Status Single

Email [Link]@[Link]

EDUCATION BACKGROUND

Tertiary Universidad De Zamboanga

Present

Secondary Marcelo Spinola School

2019-2021

Primary Dawa-Dawa Elementary School

2009-2021
 76

CURRICULUM VITAE

Personal Data

Balasa, Marisse P.

Address Southcom Village Z.C

Telephone NA

Mobile No. +639081124486

Date of Birth July 23, 2000

Place of Birth Zamboanga City

Status Single

Email [Link]@[Link]

Educational Backgroud

Tertiary Universidad De Zamboanga

Present

Secondary Universidad De Zamboanga

Senior High School

2018-2019

Primary School Southcom National High School

2012-2016

Don Evangelista Memorial School

2006-2012
 77

CURRICULUM VITAE

Personal Data

Borres, Adam Kayl M.

Address Mercedes Calle Real Z.C

Telephone NA

Mobile No. +639057634669

Date of Birth October 7, 1997

Place of Birth Zamboanga City

Status Single

Email [Link]@[Link]

Educational Background

Tertiary Universidad De Zamboanga

Present

Secondary Mercedes National High School

2010-2014

Primary Boalan Elementary School

2004-2009