Chapter I

THE PROBLEM

Introduction

Numerous aspects of life, including physical performance and productivity, the

economy of the country, the moral climate in society, and the upbringing of the next

generation, are greatly impacted by human health. (Nesterchuk, N., Ievtukh et al., 2020;

Grygus, I. According to Bakinde (2022), physical fitness (PF) is a "physiological state of

well-being that provides the foundation of the tasks of daily life," a degree of risk

prevention for chronic illnesses, and a prerequisite for engaging in sports.

The World Health Organization (2022), found that 81% of boys and girls aged 11

to 17 engage in less than one hour of moderate-to-vigorous-intensity physical activity

(PA) per day, despite the fact that it is anticipated that young people will lead more

active lives as a result of their play and recreational activities at home and at school. In

addition, "in most countries, more girls are inactive (85%) than boys (77.6%)" (p. 8).

Moreover, in Asia, this condition is particularly common. It might be because low- to

middle-income Asian nations, including the Philippines, do not prioritize encouraging

physical activity (Lee et al., 2023). According to a study by Cagas et al. (2022), the PA

level of young Filipinos was F, the lowest of the 16 nations that took part in the Global

Matrix 4.0 compilation. Physical fitness is necessary to perform daily tasks and physical

activities without feeling tired, whether or not one is attending school. When performing

specific tasks, its health and skill-related elements are crucial.

In order to carry out daily tasks and physical activities whether being at school or

not (without fatigue), physical fitness is essential. Its health and skill-related components
 are important in executing certain activities.

Furthermore, the majority of today's youth do not achieve the global requirement

for moderate-to-vigorous-intensity physical activity, World Health Organization (2022). At

the same time, girls in the majority of nations, including the Philippines, are still less

active than boys. The new Physical Activity Towards Health and Fitness (PATHFit)

courses were introduced by the Philippine Commission of Higher Education (CHED) to

address this health concern and students' fitness challenges at the tertiary level.

On the other hand, according to Adams et al. (1997), perceived wellness is a

multidimensional and beneficial construct that should be measured and interpreted from

an integrated systems perspective. Perceived wellness is defined as the belief that one

is living in a way that allows for consistent, balanced growth in the different dimensions

of human life.

Hence, one significant gap exists between actual physical fitness and perceived

wellness, as individuals often overestimate or underestimate their health status based

on subjective experiences rather than objective fitness measures. Kurata, et. al. (2023),

individuals believed that they are physically fit based on self-reported wellness, yet

objective assessments revealed low fitness levels, which results in mismatch or

misalignment between perception and measured fitness.

Thus, this study aimed to address this gap which underscores the need for

integrated wellness assessments that combine physical fitness evaluations with

psychological and behavioral insights to provide a more accurate representation of overall

health. The study developed an intervention manual that would help students' improve

their actual level of physical fitness and level of perceived wellness.

Statement of the Problem:

This study focuses on the Physical Fitness and Perceived Wellness among the

first-year education students in PATHFIT 1 of Mindanao State University-General

Santos City. Specifically, the study would addressed the following:

1. What is the Demographic Profile of PATHFIT 1 students in terms of:

A. Sex

B. Department

2. What is the level of Physical Fitness of PATHFIT 1 students in terms of:

A. Skill-Related Fitness

a.1. Agility

a.2. Coordination

a.3. Speed

a.4. Balance

a.5. Power

a.6. Reaction Time

B. Health-Related Fitness

b.1. Flexibility

b.2. Muscular Strength

b.3. Muscular Endurance

b.4. Cardiorespiratory

b.5. Body Composition

3. What is the perceived level of wellness of PATHFIT 1 students in terms of:

a. Intellectual Health

b. Social Health
 c. Emotional Health

d. Environmental Health

e. Physical Health

4. Is there a significant difference in the perceived level of wellness and physical

fitness of PATHFIT 1 students across sex and department?

5. Is there a significant relationship between the Physical Fitness and Perceived

Wellness Level?

6. Based on the results of the study, what interventions can be developed to

improve students' fitness and wellness?

Significance of the Study

The result of the study will benefit and give advantage to the following people:

The School Administrators: The results of this study could be used as a tool to

give valuable recommendations by the school administration for the students. This can

also give them insights about the students in PATHFIT 1 regarding their background in

the service P.E.

The PE Teachers: The study could provide the PE teachers with a corpus of

knowledge in relation to the student’s background in terms of physical fitness and

wellness. This can assist them in what teaching strategies they can do to help the

students. The study also will give them a guide and basis for standardized physical

fitness test and wellness. In addition, the study can serve as a monitoring guide also for

the teachers to keep track of their students. They can get data for comparison to see

improvements throughout.

The Respondents: They will significantly know their fitness and wellness
background which is essential in determining their physical capabilities. As such, can

help them in what aspect they need to work on through the recommended intervention

that can help them improve their wellness and physical fitness.

The Students: The study will provide recommendations on how to test, and

enhance their body’s abilities in terms of physical fitness. It will also provide healthy

practices for them to use and apply on their daily basis.

The Future Researchers: This will provide significant information that can be

used as material for future research especially in the topics of Physical Fitness and

Wellness in PATHFIT 1.

Scope and Delimitation

This study was to determine the physical fitness and perceived wellness of first-

year education students who are enrolled in the service P.E. PATHFIT 1. The

researchers specifically aim to identify its level of fitness and wellness.

Furthermore, the study aims to propose a workout program specifically designed

for first-year students to help enhance their physical fitness and overall wellness. In

addition, the researchers seek to explore the relationship between physical fitness and

wellness, and whether this connection significantly contributes to the overall health of

the respondents. The researchers also want to determine the difference of physical

fitness and wellness in terms of sex and department.

The study is delimited to first-year college of education students from the

department of BEED, BSED, and BPED. Their skill-related fitness (Agility, Speed,

Power, Reaction Time, and Balance), health-related fitness (Flexibility, Muscular

Endurance, Muscular Strength, Body Composition), and selected 5 dimensions namely

Physical Health, Social Health, Emotional Health, Environmental Health, and Intellectual

Health from 8 dimensions of wellness by Dr. Peggy Swarbrick was assessed to

measure its physical fitness and wellness level. An actual fitness test was also

administered as well as a survey questionnaire to determine the respondent’s perceived

wellness.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough and in-

depth research done by the researchers. This will also present the theoretical and

conceptual framework to fully understand the research to be done, and lastly the

definition of terms for better comprehension of the study.

RELATED LITERATURES

Physical Fitness

A person's entire condition of physical health and wellbeing is included in their

level of physical fitness. It refers to the ability to perform physical activities with ease,

effectiveness, and without experiencing excessive fatigue or strain. It takes a

comprehensive strategy that includes consistent exercise, healthy eating, enough sleep,

and a balanced lifestyle to achieve physical fitness. As mentioned, there are several

benefits to being physically healthy. It improves general health, lowers the chance of

developing chronic illnesses, increases vitality, supports mental health, and lengthens life.

(R. N. Catalan et al., 2024).

According to Corbin &Le Masurier (2019), Physical fitness also refers to your

body's ability to work together efficiently so that you can be healthy and perform daily

activities. Being efficient means completing daily tasks with as little effort as possible.

Additional from Campbell et al. (2019) of Exercise and Health Psychology Laboratory,

also defined Physical fitness that has several components and is classified as either

performance or health-related. The specificity of performance-related fitness in terms of

athletic skill is most relevant to an individual's athletic performance.

 The Department of Education also defines Physical fitness as essential for both

good health and an active lifestyle. A comprehensive physical fitness program and

assessment should prioritize an individual's overall progress in terms of physical, mental,

emotional, and social aspects, as well as health. Learners can only perform to their full

potential when they are healthy and strong. Thus, learners must actively engage in

lifelong habits of regular physical activities to improve their overall health and quality of

life.

Physical fitness is a basic requirement for any activity. Motor characteristics like

speed, strength, endurance, and flexibility are essential for an individual's overall fitness.

As well as for outstanding performance in sports or games. Being physically fit was

defined as the ability to carry out daily tasks with vigor and alertness without undue

fatigue and with adequate energy to enjoy leisure activities and to meet unexpected

emergencies. Physical fitness is a collection of characteristics that people possess to

achieve.'Physical fitness or condition is the sum of five motor abilities, which include

strength, speed, endurance, and coordination abilities Qureshi, A. (2019).

Health-Related Fitness

The study of Oliveria in 2023 entitled “Components of Health-Related Physical

Fitness and Physical-Sport Content of Leisure”, defines Health-Related Fitness (HRF) as

a physical condition in capabilities that bring implications for the quality of the life

population. Another definition also was defined by Britton et. al., 2019, that HRF is

theoretically a multidimensional construct that contains components such as

cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body

composition. Hence, it is the component of fitness that is associated with good health and

well-being of an individual.
 Raine (2021) defines health related fitness as the activities that support healthy

body functioning and work toward illness prevention are all part of health- related fitness.

Including activities that support weight management, immune system and body

strengthening, mood enhancement, and increased energy are the main [Link] is

essential for maintaining both your physical and emotional wellness. Exercise helps beat

depression in addition to strengthening the body and enhancing coordination.

According to theory, health-related fitness (HRF) is a multifaceted concept made

up of the following elements: flexibility, muscular strength, cardiorespiratory endurance,

and body composition. Health professionals have a challenging problem in choosing

tests that most accurately reflect the HRF construct as articulated in the literature, given

the variety of field-based HRF assessments available (Britton et al., 2019).

Body Composition

Body composition refers to the distribution of fat, muscle, bone, and other tissues

that make up your body. It is often expressed as the percentage of total body weight that

consists of fat and/or lean body mass (Braun, 2024). Hence, the body fat in the body

plays a significant role most especially in terms of hormone production, insulation, and

other important body processes that are very essential to the human being. Additionally,

according to Braun, this fitness component is a valuable tool for assessing the health

status of a person, the fitness level, nutritional status as well, metabolic health, and even

the weight control. As added by Guttman, 2021, body composition plays an important

role in understanding health and wellness, measuring the differences between leanness

and too much fat. This allows every individual to accurately assess their health and plan

the lifestyle and diet accordingly.

 Holmes & Racette (2021), also define body composition as the distribution of

bone, muscle, fat, and other components that make up your body is referred to as your

body composition. It is frequently stated as the proportion of lean body mass and/or fat

in the total weight of the body. Numerous clues regarding health, fitness, and nutritional

status can be gained from body composition. The percentage of fat, water, bone,

muscle, skin, and other lean tissues that make up the body is referred to as body

composition by medical professionals and the health community.1 Understanding your

body composition gives you more specific health information. Despite having identical

weights, two people may require distinct levels of fitness and well-being because of their

body types (Rd, 2024)

Cardiorespiratory Endurance

Cardiorespiratory endurance is the ability of the heart, lungs, and blood vessels to

supply oxygen to working muscles during prolonged physical activity (Airofit,2024). This

endurance is important because it allows people to engage in strenuous physical

activities over long periods of time, which is essential for overall fitness (Smith, 2024).

According to Dreckett & Dreckett (2022), increasing cardiorespiratory endurance

not only improves physical performance but also provides numerous health benefits.

Improved endurance is associated with stronger heart muscles and lower cardiovascular

risks, better weight control due to increased caloric expenditure during activities, and

even mental health benefits such as reduced anxiety and depression. Regular physical

activity promotes a healthier, more resilient body and mind, which is critical for longevity

and quality of life (Smith, 2024). Cronkleton (2018) added that cardiorespiratory

endurance is the degree to which your heart, lungs, and muscles cooperate during

prolonged exercise is known as cardiorespiratory endurance. This demonstrates the

effectiveness of your cardiorespiratory system and demonstrates your level of physical

fitness and health.

Knowing your degree of cardiorespiratory endurance is helpful since it may

indicate that you are in good health or that you need to increase your level of fitness.

Gaining more cardiorespiratory endurance is beneficial to your general health. Your

heart and lungs can utilize oxygen more efficiently. This enables you to work out for

extended periods of time without becoming fatigued. Regular exercise can help most

people improve their cardiorespiratory endurance.

Cardiorespiratory endurance gauges the body's capacity to function during

extended periods of physical activity. An individual possessing strong cardiorespiratory

endurance can engage in high-intensity activities for prolonged periods of time without

experiencing fatigue. Assessing a person's ability to take in and use oxygen is a

necessary step in determining their cardiorespiratory endurance. A person's lungs are

full of air as they inhale, and some of the oxygen goes into their blood. After reaching

the heart, this blood, which is rich in oxygen, is distributed throughout the body to the

tissues and organs that require it. For the muscles to function correctly during prolonged

or high-intensity exercise, there must be a sufficient supply of oxygen and other

nutrients. Insufficient nutritional intake causes waste products to build up in the muscles,

which can lead to fatigue (Eske, 2019).

Flexibility

Flexibility has been defined as the range of motion of muscle and connective

tissues at a joint group of joints. It refers to the intrinsic properties of body tissues that

determine maximal joint range of motion without being injured. Thus, it has been

classified by the American College of Sports Medicine as a major component of physical

fitness. Additionally, flexibility helps performance, posture, promotes efficient movement,

prevents incorrect body alignment, maintains appropriate muscle length and balance,

and decreases the chance of being injured (Marshall et. al., 2022). Maintaining range of

motion in the body’s joints is important for basic functioning and especially important to

maintaining functionality in the setting of aging, injuries, and chronic illnesses (Uthman,

2019).

Cht (2023), defined as it is maintaining your capacity to move easily and carry out

daily duties requires flexibility. Being flexible not only increases range of motion but also

lowers the danger of falls and injuries. Stretches and other flexibility exercises are

simple to add into your daily routine and are recommended for people of all ages.

LaMarco (2024), also added that your body can move through a wide range of motion

with more ease and functionality if you are flexible. Beyond just increasing the range of

motion, practicing flexibility can also reduce fatigue and enhance general wellbeing.

Many people undervalue the significance of flexibility, believing it is exclusively

beneficial for athletes. Including flexibility exercise into your daily routine can help you

become more fit for daily tasks and improve your general health. It may be an indication

that you may greatly benefit from flexibility exercises if you frequently encounter joint

problems, muscle strain, or exhaustion.

Davis (2020), explains that our muscles and other connective tissues can stretch

for brief periods of time if you have flexibility. Your joints' mobility is their capacity to

move freely and painlessly through a range of motion. Being flexible is essential to

having good mobility. However, being adaptable does not equate to having adequate

mobility, and vice versa. Being flexible is only one component of mobility.

Muscular Endurance
 Muscular endurance is a muscle or muscle group's ability to exert force

repeatedly over an extended period of time without becoming fatigued. This quality

determines how long a muscle can sustain its contractions, which is important for

activities that require repetitive motions or prolonged exertion, such as running, lifting, or

participating in sports (Blog, 2022).

According to Bradley and Momcilog (2022), improving muscular endurance can

improve overall physical performance, making daily tasks easier, such as carrying

groceries or participating in recreational activities. It plays a critical role not only for

athletes, but also for individuals engaged in any form of physical labor, as it increases

stamina and efficiency during both sports and everyday movements. Muscular

endurance also reduces the risk of injury during physical tasks, as muscles that can

sustain exertion are less prone to fatigue-related incidents.

Sissons (2021), added the capacity to contract a muscle or group of muscles

against resistance for an extended period of time—such as weights or body weight— is

known as muscular endurance. These muscles can contract and exert force against

these forces if their performance is increased. Increased muscle endurance enables a

person to perform an exercise, such as push ups or squats, more times.

The ability of a muscle to continuously apply force against resistance is known as

muscular endurance. Running and swimming are two exercises that build muscular

endurance, as is performing an exercise several times. Muscular endurance is used

when your muscles must contract repeatedly in a similar fashion. Muscular endurance is

influenced by a variety of factors, including heredity. However, you can train to increase

muscle endurance if it's not an inherited trait (Brown, E., & Anilakkus ,2019). Muscular

endurance in strength training is the quantity of repetitions you can perform of a certain
exercise before you have to take a break and relax (Ms, 2024).

Muscular Strength

Muscular Strength is defined as the ability of a muscle or a group of muscles to

produce a force against an external resistance (Moir, 2019). It is defined in terms of the

magnitude of force developed during a specific movement task. Muscular strength is an

important aspect of physical health and when it declines, it can be associated with

increased disability and morbidity. A lack of strength predicts the inability to perform

everyday tasks and thus, a loss of autonomy (Lichtenstein et. al., 2023). Muscular

strength wields a potent influence on overall health as it plays a key role in improving

physical work activities which allows the people to perform tasks more effectively.

Hence, stronger muscles can also withstand greater stress, decreasing the likelihood of

injury during strenuous activities. It allows someone to recover more quickly from intense

workouts that reduce discomforts (Roxberg, 2024).

Cronkleton (2019), explains that our capacity to move and lift objects is correlated

with our muscle strength. It is determined by how much force and weight you can lift in a

little amount of time. Muscular strength is defined in sports science as the most force a

muscle is capable of producing. Muscular power—the capacity to generate a specific

amount of force rapidly—and muscular endurance—the capacity to produce and sustain

muscle force over a predetermined amount of time—are not the same as physical

strength (Parry, 2023).

Skill-Related Fitness

Skill-Related Fitness on the other hand by DeMet and Alexander (2019), stated

that. SRF is a fitness that consists of those components of physical fitness that have a

relationship with enhanced performance in sports and motor skills. The components are
agility, balance, coordination, power, speed, and reaction time. Hence, it is the right

choice for people who can and want to perform at a high level, but it is less acceptable

to most people as it requires training and exercising at high intensities (Pangrazi, 2019).

Using both your physical and mental abilities to accomplish tasks or activities is known

as skill-related fitness. Regardless of age or ability level, this kind of fitness keeps you

involved in life and active, which is vital for overall health and well-being (Admin, 2023).

Skill-Related Fitness refers to training in a way that gives you the ability to acquire the

ability to accomplish a particular skill, not necessarily that you have attained that

competence. For instance, mastering balance is crucial to an ice skater's ability to

perform specific tricks. To be able to start and stop frequently during a game, football

players need to possess strong agility (Fitproheatheradmin, 2024). Gomez, 2024 also

defines Skill Related Fitness as the capacity to teach your body and mind to pick up new

skills quickly is one aspect of fitness. This is referred to as fitness related to skills. In

contrast to health-related fitness, which focuses primarily on your physical well-being,

skill-related fitness is more focused on your capacity to pick up and execute new abilities

with ease.

Agility

Agility refers to the ability to move quickly and change directions while

maintaining control and balance. Speed, acceleration, balance, power, and coordination,

as well as good reflexes, are all required for good agility. Agility and quickness are

complex abilities that combine with both physical and cognitive components. According

to the Book of Developing Agility and Quickness by Dawes,J.(2019), the physical

components of agility include those aimed at improving change of direction (COD) of

speed (i.e. technique, straight line, speed, leg muscle qualities, and anthropometric
variables), whereas quickness- related factors are a function of perpetual and decision-

making abilities.

The capacity to change directions rapidly and effectively while maintaining

appropriate posture and movement mechanics is known as agility. The capacity to

quickly and safely decelerate, reorient, and re-accelerate is a prerequisite for good

agility. Since an athlete's movement and direction during play virtually always vary in

response to the movements of opposing players, agility in sports contexts usually

includes this change of direction in response to a stimulus (Cpt, 2021).

The National Academy of Sports Medicine states that this skill-related component

assesses your capacity to alter your body's direction and posture without losing control.

Your agility increases with the speed at which you can do these tasks (Maxwell &

Cecilie, 2019).

Balance

As defined by Dunsky, A. (2019), balance is an individual's ability to keep their

center of gravity within their base of support. It can be classified as static or dynamic.

Balance is controlled by three separate systems: somatosensory, visual, and vestibular.

It can be assessed using a variety of outcome tools, including the Berg Balance Scale,

BESTest, and others. Also, according to (Fitness and Balance and Coordination, n.d.),

balance is the ability to remain upright or to control body movement, whereas

coordination is the ability to move two or more body parts under control, smoothly and

efficiently.

West Pennant Hills Physiotherapy and Sports Injuries Centre described the

importance of balance as having good balance helps to prevent falls, injuries, and

makes daily tasks easier to complete. Maintaining balance is a difficult task that
 necessitates coordination between your muscles, tendons, bones, eyes, ears, and brain,

(WPH Physio, 2024).

Balance is seen as a skill-related component of physical fitness. The elements of

physical fitness enhance one's capacity to carry out certain jobs and complete daily

obligations. The capacity to stay upright whether moving or motionless is referred to as

balance. An individual couldn't even walk or stand on its tiptoes without it. A lack of

balance can also make it difficult to perform other daily tasks, such as reaching up in

cabinets above your head, picking up objects from the floor, and dressing down (Soliva,

2021).

Coordination

Coordination is a fitness component that talks about the ability to use the senses

together with body parts during a movement. According to Lorga (2019), good

coordination in the body is the result of practicing the motor skills to learn a movement

technique which means, when a person practices a routine combining different senses,

that person will achieve a good coordination in that certain movement. Additionally,

coordination as an aspect of physical fitness, is a complex entity which allows a person

to use the neuromuscular and kinesthetic senses of body parts to perform exercises

successfully and accurately. Certainly, among all aspects of physical fitness,

coordination plays a very specific role, as it relates to other areas of fitness.

Motor coordination is no doubt the most important ability in terms of the overall

performance and motor behavior of human beings. It is practically implemented in every

movement structure, from the simplest to the most complex forms of motion (Purenović-

Ivanović, 2019). Gomez (2024), defines coordination as the capacity to perform several

actions simultaneously. This includes the capacity to perform tasks requiring the
simultaneous use of your hands and eyes, or hand-eye coordination. In many sports,

when simultaneous running, catching, throwing, and other motions are required, this

ability is crucial.

Power

Power refers to a person’s ability to transfer energy into force at a rapid pace also

known as explosive body movement. It has also been defined as the ability to exert

muscle force quickly, where there is a combination of strength and speed. In the late

1880s physical educators identified muscle fitness, including power, as important for

health and it is a reflection of the body’s energy production, applied to generate output

(Ludom, 2021).

In addition, power offers several benefits in a sports setting. These include higher

maximal speed, faster acceleration, and better agility. Interestingly, increases in power

capability have also shown improvements in endurance performance. The reason for

this is that power training can shorten the normal ground contact time (0,15-0,25s) of

each step, providing more efficiency for long-distance activities (Kiikka, 2022). Greater

power will also mean the athlete can complete set amounts of work at a faster rate. This

means they are less efficient in terms of energy expenditure per minute, but more

efficient if it is a time related sport. However,iIf an athlete has good power, this does not

directly result in good performance, not even in a sport such as shot put, which is heavily

influenced by power. For the reason that performance in sport also requires good

technique and often many of the other components of physical fitness (Jackson, 2024).

Gomez (2024), also added that Power is the maximum force your body can

produce during a specific movement. Since power is typically described within fitness as
the capacity to overcome opposition in the shortest amount of time, many people think

of power as a combination of strength and speed.

Reaction Time

According to Farley et al. (2020), reaction time is defined as the time between

stimulation and the start of the reaction to it. Several variables influence reaction time,

including attentive, cognitive, and motor [Link] Time is also defined as the

time between the detection of sensory-motor stimulation and the behavior of the

athlete’s body afterwards (Petersen et. al., 2019). It is the ability to respond quickly with

proper posture and control a stimulus like sight or sound (Ramajayam, 2019).

In many instances, quickness is more important than straight ahead speed.

Speed movement and quick reactions are the best qualities when it comes to athletic

sports. Thus, in sports and games, in which the movements of a participant are

conditioned by signals or by movements of the opponents, reaction of time is of great

importance. In a literature review of Robert J., 2020, many factors have been shown to

affect reaction time. It includes age, gender, physical fitness, fatigue, distraction, alcohol,

personality type, and whether the stimulus is auditory or visual.

Reaction Time is the time it takes your body to recognize an external stimulus

and respond to it with movement. This is a valuable talent to have not only for athletics

but also in everyday situations (Gomez, 2024).

Speed

Speed is the ability to perform any movement in the minimum possible time as

quickly as possible (Parihar, 2021.) It is a critical component of motor fitness skill, which

ensures the success and efficiency of the performed activities while remaining
dependent on the genetic component. Thus, this skill is difficult to train when compared

to other motor skills (Iconomescu et al., 2018). Speed directly depends on the explosive

strength, techniques, flexibility, and coordination abilities of an individual. It plays a

crucial role in various sports and physical fitness, contributing to movement efficacy and

performance (Jackson, 2024).

Incorporating speed into fitness regimens enhances the body's ability to utilize energy

efficiently. During high-intensity efforts, the body can burn 100 percent fat for energy

afterward, reducing reliance on carbs and supporting better recovery (Magill, 2018).

Hence, improving speed can lead to better performance metrics, such as faster running

times and enhanced endurance (Kiikka, 2022).

Moreover, speed reduces the amount of time it takes to perform a task; the time

saved can then be used for other things and tasks (Chapman, 2018). In physical fitness,

with the help of speed training, it gives an individual’s stronger stride, more muscle as

people begin to lose muscle mass around age 25, with a mix of resistance training and

speedwork, it can cut muscle fiber loss in half. Additionally, it burns fat as well. Speed

helps burn 100 percent fat while standing still after a sprint, resistance exercise, or other

high-intensity effort. It also reduces risks of injuries. Speed training puts your muscles

through a fuller range of motion, improving flexibility. It trains more muscles (and more

muscle fibers within muscles), leading to better muscle balance. And it incorporates

exercises that directly strengthen injury-prone muscles (Magill, 2018).

Beep Test

Beep Test is a multi-stage fitness test developed in the 1970s by Professor Luc

A. Leger of the University of Montreal in Canada to determine an individual's aerobic

capacity (VO2max). The Beep Test requires participants to run back and forth between
two points that are 20 meters apart. Throughout the test, participants must maintain a

running speed determined by a pre-set audio tone, which sounds like a "beep". The

required running speed or pace increases throughout the test (Kempster, R.,2023).

Beep Test also requires the athlete to perform continuous 20-meter shuttle runs,

with the goal of reaching the opposite end of the grid before the next beep sounds. Each

minute, the time between recorded beeps decreases, forcing the individuals to run

faster. This increase in speed corresponds to an increase in difficulty or intensity. There

are numerous variations of this test, but the most common protocol starts at 8.5 km/hr

and increases by 0.5 km/hr every minute after that (Walker, 2024).

Body Mass Index (BMI)

Body Mass Index (BMI) is a calculation of a person's weight in relation to his or

her height. It serves more as an indicator than a direct measurement of a person's total

body fat. BMI usually correlates with total body fat. This means that a person's total body

fat increases in proportion to their BMI (Mandal,2023). According to research, there is a

significant relationship between BMI and physical fitness levels. Individuals who are

classified as underweight, overweight, or obese perform worse on a variety of physical

fitness tests than those who are normal weight (X. Chen et al.,2020). Specifically,

components such as explosive strength, flexibility, and cardiorespiratory endurance

frequently reveal disparities associated with BMI categories (Ding & Jiang, 2020).

According to Hw et al. (2020), increased physical activity is critical for controlling

BMI and improving overall body composition. According to studies, as physical activity

levels increase, BMI and body fat mass decrease while lean muscle mass increases.

This finding emphasizes the importance of regular exercise in maintaining a healthy

body weight and improving physical fitness.

Additionally, from Hewings-Martin (2024), he defines it as a tool that healthcare

professionals and scientists can use to determine whether your weight is considered

moderate, low, or high. It is calculated by dividing your weight by your height squared.

Fifty Meter (50m) Dash Test

As defined by Robert Wood (n.d.) of Top End Sports, 50 Meter Dash is a sprint

fitness test that assesses running speed and acceleration over a short distance. It is a

crucial indicator of sprinting ability in various sports and fitness [Link] 50-meter

dash is useful for assessing a variety of fitness components, including acceleration,

maximum velocity, and speed endurance. These factors are especially important for

athletes in sports that require quick bursts of speed, like team sports and track

[Link] from the 50-meter dash can reveal information about a person's sprinting

abilities and overall fitness level. The time required to finish the dash can be used to

calculate acceleration and running speed, with normative data available for comparison

across different populations and age groups.

Illinois Agility Test

Agility is an important component of many team sports, though it is not always

tested, and is often difficult to interpret results. The Illinois agility test was developed by

Getchell in 1979 which is commonly used to test agility in sports and fitness tests. The

test result is analysed by comparing it with a person's previous time for this test. It would

like to indicate the improvement in a person's agility and speed with appropriate training

between each test (Davis et. al., 2019).

The Illinois Agility Test (IAT) has been validated through various research studies.

In the study of Hachana etc. al., 2019, established its good criterion-related validity and
reliability among male team sport athletes, reflecting its effectiveness in assessing

agility. In her study, significant correlation was noted between the IAT and leg power

(r=0.39[95% CI, -0.26 to 0.44]; p<0.05. Correlation was also noted between the IAT and

speed (r=0.42[95% CI, 0.37-0.5}; p<0.05. Moreover, a study also of Raya et. al., 2020,

compared the IAT with other agility tests which highlighted its construct validity and

demonstrated that the IAT correlates well with speed (also). The study found out that

this test provides a comprehensive assessment of high-level mobility.

Juggling

Juggling is a highly complex activity that requires motor, visual, tactile,

kinaesthetic, postural, motion perception, and between-arm coordination abilities.

Visually, it implies the ability to track the trajectory of multiple balls at the same time,

which necessitates covert attention in peripheral vision. In line with the subjective

experience of a "third eye" among jugglers, a constant position is fixed ahead, but the

attentional spotlight alternately monitors the upper visual fields, leftward and rightward,

to determine when the ball is at its zenith position and throw the next ball. This would

avoid the numerous head and eye movements that beginner jugglers make, which make

trajectories more uncertain (Jurkiewicz et al., 2024).

Push Up

Push-ups are a basic exercise that works multiple muscle groups and improves

overall physical fitness. They are done in a prone position, pushing the body up and

down with the hands while keeping the body straight. This exercise

works the chest, shoulders, triceps, core, and legs, making it a complete workout that

targets multiple areas of the body (Chen, 2024). According to Rizzo (2023). Push-ups

have numerous benefits when incorporated into a fitness routine. They increase muscle
strength and endurance in the arms, chest, and core, improving functional strength for

everyday tasks such as carrying groceries or children. Furthermore, push-ups can

improve cardiovascular health, lower blood pressure, and potentially contribute to

increased longevity.

Ruler Drop Test

The ruler drop test assesses an individual's reaction time, a key factor in physical

fitness. Accurate assessment of reaction time provides immediate feedback on athletic

performance, allowing for adjustments in training or rehabilitation plans (Gumban, 2024).

The ruler drop test is a simple but reliable method for measuring reaction time. This test

involves dropping an object from a height and measuring how long it takes a person to

respond. This test can be used to assess a person's ability to respond quickly and to

time their reaction to unexpected events. To perform the ruler drop test, an assistant

holds a ruler vertically and ensures that the zero mark is aligned with the participant's

thumb. Without warning, the assistant drops the ruler, which the participant must catch

as quickly as possible. The distance the ruler falls before being caught is measured, and

multiple trials are conducted to derive an average score for improved accuracy.

Sit and Reach

The sit and reach are one of a linear test that helps to measure the extensibility of

the hamstrings and the lower back (Viciana et. al., 2019). This test was first described by

Wells and Dillion in 1952 and is probably the most used test to measure someone’s

flexibility (Baltaci, 2019). It allows the testers to assess the individual’s range of motion

at the hips and back, which is vital in evaluating the overall fitness of a person. Hence, it

helps identify potential risk areas for injuries. Furthermore, this test remains useful when

assessing flexibility at the hamstring and lower back in athletes and provides low-cost
 and easy to administer procedures that can be delivered to large groups of people

(Green, 2024).

According to the meta-analysis done by Vega et. al., (2019), sit and reach test

had a moderate mean criterion-related validity for assessing the hamstring extensibility

(mean correlation coefficient, r=0.46 – 0.67), however, in terms of assessing lumbar

extensibility, it had a low mean which is r=0.16 – 0.35. This evidence shows that this

type of test has a moderate mean criterion-related validity for estimating hamstrings

extensibility. Conversely, the sit and reach has been widely accepted in some settings

which makes it a valuable tool in education and fitness. It not only enhances individual

performance assessments but also helps them understand their flexibility levels and

motivate improvements (E.K, 2019).

According to the meta-analysis done by Vega et. al., (2019), sit and reach test

had a moderate mean criterion-related validity for assessing the hamstring extensibility

(mean correlation coefficient, r=0.46 – 0.67), however, in terms of assessing lumbar

extensibility, it had a low mean which is r=0.16 – 0.35. This evidence shows that this

type of test has a moderate mean criterion-related validity for estimating hamstrings

extensibility. Conversely, the sit and reach has been widely accepted in some settings

which makes it a valuable tool in education and fitness. It not only enhances individual

performance assessments but also helps them understand their flexibility levels and

motivate improvements (E.K, 2019).

Sit Ups

Sit-Ups is a traditional exercise where an individual lies on their back with bent

knees and raises their torso to a sitting position. This motion contrasts with a crunch,

where the shoulders are the only lift from the ground. Performing this test requires
 engaging the abdominal muscles to complete the movement effectively (Grundy, 2023).

Moreover, sit-ups help to enhance stability and balance by requiring focused

engagement of the core muscles (Hudson, 2021). In the assessment of sit- up tests for

its validity and reliability by Swinki et. al., 2019, it has found out that analysis on the

result of the investigation, it appears that the sit-up test has an entire sample revealed

high degree of interrater reliability for the sit-up test (a=0.925).

Sargent Jump

The vertical jump test also known as the Sargent jump test was developed by Dr.

Dudley Allen Sargent in 1921 who was a pioneer in American Physical Education. It is a

physical fitness test that’s often used to determine the power of the lower body.

Compared to the lifting of objects using one’s legs, this test looks at the explosive power

that a person’s leg can deliver. The test measures how high a person can jump which is

based on their explosive power of the lower body (Hidalgo, 2020).

According to Mendes de Salles et. al., 2019, the SJT can be considered a very

useful and helpful tool or method for assessing power and jumping ability. Due to its

accessibility and feasibility, it takes into consideration the measurement of explosive

strength assessment. Moreover, the values found for validity is r=0.99, p=0.001, for

intra-evaluator reproducibility r=1.0, p=0.001, which concluded that this test is a valid

and reproducible instrument for measuring the explosive strength in homogenous

people such as the soccer players.

Stork Balance Test

As defined by Groves (2024), the Stork Balance Test is a popular assessment

that measures an individual's ability to maintain balance in a static position. It requires

the participant to stand on one leg with the other raised. The foot of the raised leg
should rest against the inner thigh of the standing leg, and the individual tries to hold this

position for as long as possible without losing balance or touching the ground with the

lifted foot. Balance is essential for daily life and athletic performance, allowing for

efficient movement during activities like walking, stair climbing, and sports. Improved

balance can reduce the risk of falls and injuries, which significantly benefits both older

adults and athletes (Grove,2024).

This test provides important information about a person's balance and stability.

By measuring the duration of the one-legged stance, practitioners can pinpoint areas of

weakness that may require targeted interventions. The findings can inform

recommendations for balance training and fall prevention strategies, thereby improving

overall physical fitness (Groves,2024).

Wellness

In the study of Eriksson et al., 2023 entitled Meaning of Wellness in Caring

Science Based on Rodger’s Evolutionary Concept Analysis, the concept of wellness is

frequently used but its definition remains unclear. However, in their study exploring the

theoretical concept, they concluded that wellness, as they defined, is the holistic and

multidimensional concept represented on a continuum of being well that goes beyond

health. Additionally, wellness was also defined by the World Health Organization as the

optimal state of health of individuals and groups which means wellness is a state of

process to being well. As supported by the National Institute of Wellness, it is an active

process in achieving full potential as an individual.

Furthermore, wellness is linked to a person, groups, organisation, society, and for

nations (Barman, 2018). According to Swarbrick 2018, each aspect of wellness can

affect overall quality of life, so it's important to consider all aspects of health. Thus, as

you work in the areas that you're struggling in most, you will find that stress in your life

will start to decrease, and positive feelings will start to increase. A person begins to

produce more feel good neurotransmitters like dopamine and serotonin. Life will surely

be more enjoyable.

Well-Being

The study of Jarden A. (2023), emphasized that well-being remains elusive, a

situation which has manifested historically, contemporarily, to the public, and within.

Thus, just like wellness, well-being is also defined in various disciplines. Wellbeing can

be understood as how people feel and how they function both on a personal and social

level, and how they evaluate their lives as a whole. However, the World Health

Organization defined well-being as a positive state experienced by individuals and

societies. Like health, it is a resource for daily life and is determined by social, economic

and environmental conditions.

In addition, well-being describes how well you feel about yourself and your life in

general. Wellbeing is not just a feeling or emotion – nor is it the absence of disease.

Instead, it’s the combination of feeling and being physically, mentally and emotionally

healthy. (Department of Health and Services, 2020). Hence, the importance of wellbeing

lies in its strong association with life satisfaction; the greater one's satisfaction with life,

the more fulfilling their daily experiences are likely to be. This suggests that an improved

wellbeing can positively influence one's ability to engage with others and their

environment, thereby promoting a healthier community (CIM, 2021).

Wellness Model
 The wellness model that has been used in the study is the Eight Dimension

Model that was developed by Dr. Peggy Swarbrick in 2015. She is an Associate Director

of the Center of Alcohol & Substance Use Studies. Also, a research professor at the

graduate school of applied professional psychology of the United State of America.

The model is composed of emotional, physical, occupational, social, spiritual,

intellectual, environmental, and financial dimensions. Additionally, according to the

developer of the model, the eight-dimension model illustrates the idea that all eight

dimensions are inter-connected. It is how much they connect in people’s lives.

Furthermore, the model is also supported and used by the World Health Organization

which recognizes the importance of individual’s well-being. Also, the model was used by

some of the researchers in conducting wellness studies such as in the study of Berhanu

Tesema Guta in 2022 entitled the “Dimensions of Wellness and Socio-demographic

Characteristics of Teachers of Nekemte College of Teacher Education,India.”

Figure 1. 8 Dimension of Wellness by Dr. Peggy Swarbrick

Emotional Wellness

According to the book Concepts of Physical Fitness Active Lifestyles for

 Wellness, Emotional wellness refers to a person's ability to manage daily challenges and

emotions positively and constructively. A person with emotional wellness is typically

described as happy rather than depressed, (Corbin, C. et. al, 2019). The National

Center for Emotional Wellness also defines the term as awareness, understanding, and

acceptance of one's emotions, as well as the ability to manage effectively through

challenges and change. Being emotionally well encourages you to slow down and

cultivates the practice of mindfulness. Being emotionally healthy does not imply that you

are always happy; rather, it means that you are self-aware and capable of shifting to

improve your mood, (Raab, 2019).

According to the National Institutes of Health (NIH, 2022), emotional well-being is

important because it influences how people function and complete daily [Link] can also

have an impact on how well people handle stressful situations and challenges, adjust to

change, and respond to difficult life events. Emotional well-being can have an impact on

relationships, job performance, and overall mental and physical health.

Emotional wellness, also known as emotional health or emotional wellbeing,

refers to a person's ability to manage their emotions and the various experiences they

face in life. The National Center for Emotional Wellness defines emotional wellness as

"an awareness, understanding, and acceptance of our feelings, as well as our ability to

effectively manage through challenges and change." (Cnc, 2021).

Environmental Wellness

Student Health and Counseling Services defines Environmental wellness as living

a lifestyle that values the relationship between us, our communities, and the

environment. The fundamental principle of environmental wellness is respect for all of

nature and all of the species that inhabit it. In addition, the National Institute of Health
 also described Environmental Wellness as what you see every day in your home,

workplace, or neighborhood, as well as the resources you have access to, can all have

an impact on your health. You can't always control what's in the places you live, work,

and play. According to Ranniger (2022), Environmental health is a subfield of public

health that studies the relationship between human health and the environment,

examining aspects of both our natural and man-made environments and their impact on

human well-being.

Intellectual Wellness

Intellectual wellness refers to a person's ability to learn and apply information for

better daily functioning. A person with intellectual wellness is typically described as

informed rather than ignorant, (Corbin, C. et. al, 2019). In addition, Intellectual wellness

acknowledges our creative abilities and encourages us to seek ways to broaden our

knowledge and skills. Personal and professional development, cultural engagement,

community involvement, and personal hobbies can all help to promote intellectual

wellness. As your intellectual wellness grows, you can cultivate personal resources that

work in tandem with the other aspects of wellness to achieve a more balanced life.

A study from “The Impact of Wellness Dimensions on the Academic Performance

of Undergraduate of Government Universities in Sri Lanka” by

Wickramarathne et al. (2020), defines Intellectual Wellness as Scholarly measurements

evaluate innovative, engaging, and referenced exercises. A healthy person develops his

insight and abilities while discovering the potential for imparting gifts to others. A well-

rounded individual enjoys scholarly and social activities in the study hall, as well as the

HR and learning resources available within and outside of the college network. On a

Wellness journey, he will look into issues that require critical thinking, inventiveness, and
 learning. He will devote more energy to learning by reading and comprehending books,

magazines, and papers, as well as staying current on issues and ideas. As he develops

his scholarly interests, he will effectively seek to broaden and challenge his psyche

through innovative endeavors.

Physical Wellness

Physical wellness is an essential component of any modern definition of wellness

(Oliver et al., 2019). It has been described as the maintenance of physical predictors of

health (e.g., blood pressure). muscle tone, and self-care), and the optimization of

positive health behaviors, such as eating habits and physical activity levels (Chang et

al., 2019). Numerous studies have been conducted in the wellness literature which

include self-reported measures of physical wellness, and physical wellness is frequently

targeted in interventions designed to improve individual health and quality of life (Downs

et al., 2019).

Furthermore, objective measures of physical fitness can take various forms. As a

result, four major components of fitness (cardiorespiratory fitness, muscular fitness,

flexibility, and body composition) have been identified as having a significant impact on

health (Hopkins et al., 2020).

From the book Concepts of Physical Fitness Active Lifestyles for Wellness, it

stated that Physical wellness refers to an individual's ability to effectively meet the

demands of the day's work and make good use of free time. Physical wellness includes

being physically fit and having useful motor skills. A person with physical wellness is

generally described as fit instead of unfit (Corbin, C. et. al, 2019).

Social Wellness
 Social wellness refers to an individual's ability to interact successfully with others

and establish meaningful relationships. That improves the quality of life for everyone

involved in interaction (including yourself). A person with social wellness is generally

described as involved, rather than lonely (Corbin, C. et. al, 2019). As described by

University of Nebraska Omaha, maintaining an optimal level of social wellness enables

you to form positive relationships with others. A supportive social network enables you to

develop assertive skills and become at ease with your identity in social situations.

Surrounding yourself with a positive social network boosts self-esteem. Social wellness

allows you to set boundaries that promote communication, trust, and conflict resolution.

Having good social wellness is essential for developing emotional resilience.

According to Mantu Baro, 2019, achieving good wellness is important as it is a

challenging role for individuals. To live a long and successful happy life, wellness and

physical fitness is a must.

Sex

According to the Boston Medical Association, sex refers to the sex assigned to an

individual at the time of birth typically based on the external anatomy of the child which

includes its physical characteristics such as the genitals and reproductive system. It can

be labeled as male, female, or intersex.

Busing and West (2019), claim that biological data offers a more dependable and

measurable indication of any relationship between dose-response patterns, life

fulfillment, and physical fitness. Liu and Li (2024), propose that physical exercise serves

as a significant mediator, connecting the link between physical fitness, self- efficacy and

personal satisfaction. Furthermore, it is important to highlight that the physical activity

factor exhibits distinct differences according to sex, indicating that sex can influence the
moderation of this mediation model. Ruiz-Montero et al. (2020), found that men have a

greater favorable view of their physical well-being compared to women. This could be

due to their higher satisfaction with body perception and physical activity, both within

and outside of the school environment, as shown by the study conducted by Murcia et

al.(2019).

Piotrowska and Pabianek (2019), highlighted the importance of recognizing that every

instance of physical exercise is accompanied by various changes in the functioning of

the human body. These changes are generally beneficial, but in the context of prolonged

physical training, the resulting adaptations may cause the emergence of traits that are

not consistently associated with sex. Moreover, distinctions between sex are viewed as

an intrinsic biological attribute. During puberty, men experience a more rapid and

noticeable development of physical ability compared to women. Consequently, starting

with puberty, males exhibit superior performance in motor activities that involve power or

speed (Knisel et al., 2009, as cited by Piotrowska & Pabianek, 2019).

Department

The department is the academic “major” in the degree specialization of a

student’s concentration within one academic discipline (Hepner, 2020). It is a particular

area of knowledge that processes becoming an expert in a particular area. Majors

related to health and fitness significantly influence individuals’ fitness level. For example,

when you are a Kinesiology student, students in these programs gain specialized

knowledge that encourages them to adopt active lifestyles. Thus, it is an advantage for

them as they learn practical applications in exercise and health management (Hazari,

2021).

Conversely, students who pursue sedentary courses like computer science or

finance typically experience sedentary behaviors. These behaviors are sometimes

associated with negative outcomes like having diseases and obesity which reduce

physical fitness. Additionally, participation in extracurricular activities is also influenced

by one’s major. Students who are health-oriented majors participate in physical

exercises and sports which contribute to better overall health outcomes (Cumberland,

2024).

RELATED STUDIES

In 2024, the study of Louie P. Gula entitled, “Health and skill-related physical

fitness tests: An assessment in determining the students’ physical fitness level” the

findings help to better understand the relationships between body composition and

various aspects of physical fitness. The findings from the physical fitness tests serve as

critical benchmarks for developing effective and personalized physical activity programs.

The negative correlation between BMI, muscular endurance, and balance suggests that

people with a higher BMI could benefit from targeted exercises to improve these areas.

Conversely, the positive correlation with agility suggests that agility-focused activities

benefit people with a higher BMI. The findings highlight the importance of targeted

interventions to improve overall fitness and well-being, particularly in addressing specific

strengths and weaknesses through nuanced fitness programs tailored to individual

profiles.

According to the study of Baro, [Link]. (2016) entitled, “Physical Fitness and

Wellness-Challenge in the 21st Century”, examined wellness and physical fitness are

intimately associated and frequently rely on one another. A long, happy, and healthy

existence requires fitness and well-being. The largest problem these days is staying

physically fit and healthy.

 Another study from De Guzman, [Link] (2021) titled, “Physical Fitness and

Wellness Among the Athletes of Saint Michael College of Caraga” based on the results,

the majority of student athletes range in age from 19 to 21 years old. Furthermore, the

study found that student-athletes engage in physical activities related to cardiovascular

endurance, muscular strength, muscular endurance, flexibility, and body composition.

While in wellness, student-athletes focus on physical health, social health, emotional

health, spiritual health, and intellectual health. It was recommended that athletes engage

in daily exercise. A development training plan will also help students improve their

competence and skills as they participate in various training or competitions.

Furthermore, the researchers believe that every sport should have facilities for training

and practice prior to competitions.

To sum it up,

Conceptual Framework
 Figure 2. Conceptual Framework

The figure above presents the conceptual framework of the study. It consists of 3

variables—Independent, Dependent, and Moderating variables. The Perceived Level of

Wellness is placed on the dependent variable as it is the variable that can be changed

and controlled by the data given. It includes the 5 dimensions of wellness– Intellectual,

Social, Emotional, Environmental, and Physical wellness. Physical Fitness on the other

hand is placed as an independent variable as this cannot be affected by the dependent

variable. This includes health-related physical fitness and skill-related fitness which are

composed of agility, balance, power, coordination, muscular strength, cardiovascular

endurance, speed, muscular endurance, and body composition. Moreover, the study

has moderating variables which emphasize that there is a variable that can influence the

relationship between the two. It could be based on the respondent’s sex and
 department.

Theoretical Framework

Hettler's Holistic Wellness Model (1984), defines wellness as "a dynamic process

in which individuals gain awareness and make deliberate choices to achieve a more

productive existence." His concept of wellness encompasses a comprehensive and

interconnected approach, where all aspects of wellbeing harmoniously contribute to

healthy living. The health condition of an individual is determined by completely

maximizing the six dimensions of wellbeing, namely physical, social, emotional, spiritual,

occupational, and intellectual. Thus, wellness can be defined as a proactive process of

self-improvement through making suitable decisions. This refers to a condition of well-

being in which individuals have the chance to improve their overall health through

making appropriate lifestyle choices. Therefore, individuals are accountable for their own

well-being through their own personal acts. Hettler's concept brought about a significant

change in the way wellbeing is understood, shifting the focus from solely physical

components to a comprehensive evaluation of all factors that could potentially impact

holistic health.

Hypothesis

In this section, researchers will determine the hypothesis of the study. Ho=Null

Hypothesis. It refers to a hypothesis that signifies that there is no relationship between

the parameters. Conversely, Ha=Alternative Hypothesis refers to the theory that

opposes the null or contradiction that there is a significant relationship between the

parameters.

Ho: There is no significant relationship between level of physical fitness and perceived

level of wellness.
 Ha: There is a significant relationship between level of physical fitness and perceived

level of wellness.

Definition of Terms

For better understanding of the study, the researchers gave several terms that

were defined conceptually and operationally as used in the study.

Agility- Conceptually, according to Cambridge Dictionary (2024), it is the ability to

move about quickly and easily. Operationally, it refers to the skill-related fitness

components that target the ability of the respondents in terms of changing directions at a

fast pace to measure their physical fitness level.

Balance- Conceptually, it refers to the even distribution of weight enabling

someone or something to remain upright and steady (Cambridge Dictionary, 2024).

Operationally, it pertains to one of the skill-related fitness components that will measure

the ability of the respondent’s equilibrium in physical fitness level.

Body Composition- Conceptually, it refers to the distribution of fat, muscle, bone,

and other tissues that make up your body. It is often expressed as the percentage of

total body weight that consists of fat and/or lean body mass (Braun, 2024).

Operationally, it is one of the components of Health-Related Fitness that measures the

physical fitness level of the respondents through calculation of body mass index.

Body Mass Index- Conceptually, it is a measure of body fat based on height and

weight that applies to adult men and women (National Institute of Health, Philippines,

2022). Operationally, it refers to moderating variables of the study that affect the

direction/strength of the relationship between other variables. Hence, used to get the

body composition of the respondents.

 Cardiorespiratory Endurance- Conceptually, it is the ability to exercise without

becoming overly tired (Farell, 2023). Operationally, it refers to how well your lungs and

heart supply oxygen whenever you do medium to high intensity exercise. It is also a

component of health-related fitness that will measure the physical fitness of the

respondents as well as the independent variable of the study.

Intellectual Health- Conceptually, it refers to the ability to think critically, engage

in lifelong learning, and embrace creativity and curiosity, and how you apply your

thinking skills to solve problems, make decisions, and explore new ideas. Marshall-

Seslar, A. (2023).

Coordination- Conceptually, Coordination is a fitness component that talks about

the ability to use the senses together with body parts during a movement. Operationally,

it is one of the components of skill-related fitness that will measure the physical fitness of

the respondents. It is also the dependent variable of the study.

Emotional Health- Conceptually, according to the American Journal of Health

Promotion (2024), it is defined as possession of a secure self-identity and a positive

sense of self-regard, both of which are facets of self-esteem. Operationally, it is one of

the dimensions of perceived wellness that determines the feelings and emotional aspect

of the respondents in their overall wellness.

Flexibility- Conceptually, it is the ability to change or be changed easily according

to the situation (Cambridge Dictionary, 2024). Operationally, it is one of the components

of health-related fitness that measures the ability of the respondent’s joints to move

through unrestricted and pain free range of motion.

Health-Related Fitness- Conceptually, it is a type of physical fitness that is

 characterized by moderate to vigorous physical activity (Dr. Robert Pangrazi, Human

Kinetics Professor, 2020). Additionally, it is a better match for people who are generally

unwilling to exercise at high intensities. Operationally, it refers to fitness where the

cardiorespiratory endurance, muscular strength and endurance, body composition, and

flexibility belong.

Muscular Endurance- Conceptually, it refers to the ability of your muscles (or

group of muscles) to continually exert force against resistance or a given movement

(Burt, 2022). Operationally, it is one of the components of health-related fitness that

measures the respondent’s muscle ability to endure physical activities and to measure

physical fitness.

Muscular Strength- Conceptually, it refers to the ability to exert maximal force in

one single contraction of muscles (Human Kinetics, 2021). Operationally, it is a

component of health-related fitness that will measure the physical fitness of the

respondents.

PATHFIT 1- Conceptually, it means Physical Activities Towards Health and

Fitness. It refers to the course that focuses on fundamental movement patterns, cardio

and core training to develop functional fitness and sports performance (CHED).

Operationally, it is the course subject where the respondents are enrolled in service

physical education.

Perceived Wellness- Conceptually, it is a multidimensional and beneficial

construct that should be measured and interpreted from an integrated systems

perspective (Adams, 1997). Operationally, it refers to the overall cognitive, social,

emotional, and physical dimension of the respondents.

 Power- Conceptually, power is the capacity or ability to direct or influence the

behavior of others or the course of events (Oxford Dictionary, 2024). Operationally, it is

one of the components of skill-related fitness that will measure the ability to exert force

in the shortest period of time of the respondents.

Physical Fitness- Conceptually, it is one's ability to execute daily activities with

optimal performance, endurance, and strength with the management of disease, fatigue,

and stress and reduced sedentary behavior (Newman, 2023). Operationally, this

pertains to the HRF and SRF of the respondents. Moreover, it is the independent

variable of the study.

Physical Health- Conceptually, it refers to the positive perception and expectation

of physical health (Adams, 1997.) Operationally, it is one of the dimensions of perceived

wellness that will determine the overall wellness of the respondents.

Reaction Time- Conceptually, it is the time elapsing between the beginning of the

application of a stimulus and the beginning of an organism's reaction to it

(Cambridge Dictionary, 2024). Operationally, reaction time is one of the components of

skill-related fitness that will measure the ability of the respondents to initiate a response

as part of physical fitness level.

Service Physical Education- Conceptually, it is a course taught in school that

focuses on developing physical fitness (Donna Ricketts, 2023). Operationally, it refers to

the PATHFIT 1 course where the respondents are enrolled.

Skill-Related Fitness- Conceptually, it is a type of fitness related to physical

performance. It is the right choice for people who can and want to perform at a high level

(Prangzi, 2020). Operationally, it refers to fitness where agility, speed, balance,

coordination, power, and reaction time belong.

Speed- Conceptually, it is the rate at which someone or something is able to move

or operate (Cambridge Dictionary, 2024). Operationally, it refers to the skill-related

fitness component that measures the respondent’s ability in moving quickly as much as

possible.

Social Health- Conceptually, it is defined as the perception of having support

available from family or friends in times of need and the perception of being a valued

support provider (American Journal of Health Promotion, 2021). Operationally, it is one

of the dimensions of perceived wellness that will determine the aspect of companionship

of the respondents relating to overall wellness.

 Chapter III

METHODOLOGY

This chapter will provide information on the research method of the thesis. The

chapter includes how the researchers made the thesis possible, how they gathered

information and the location where they conduct the study. There are six parts in this

chapter: the research design, research locale, research respondents, research

instrument, data gathering procedure, and lastly, the ethical considerations.

Research Design

This study is quantitative research used a descriptive-correlational type of

research. According to Goertzen (2017), quantitative research methods involve collecting

and examining structured, numerical data to establish precise measurements and enable

statistical analysis. Moreover, descriptive studies focus on describing the characteristics

of a sample without a comparative group, generating hypotheses, and cannot determine

associations or test hypotheses. Correlational studies, on the other hand, examine the

relationship between variables.

Hence, descriptive-correlational is a research design that is used to investigate the

relationship between variables without manipulating them. It aims to answer the question
"How are things related?" (Omair, 2015). The researchers used this method as this study

will determine how physical fitness and wellness is related in the respondent’s

overall wellness. Physical fitness as an independent variable, and wellness is the variable

who is dependent. Furthermore, it is a quantitative study as it has numerical data analysis

and measurements.

Research Locale

The study was conducted at MSU-Gensan, located at Brgy. Fatima, General

Santos City, 9500, South Cotabato. Mindanao State University, General Santos City

Campus started as a community high school in 1997, six years after the creation of its

main campus located at Marawi city. It is a premier higher-education institution offering

affordable and excellent education in region [Link]-GSC Photohistory, the university

gymnasium was constructed by theE.M Banares Construction in 1982. The gymnasium is

now used for P.E classes and other academic and socio-related events of the school.

Since the respondents are enrolled in service physical education, this is where the

respondents can be seen and the area of conduct of the study for both actual fitness test

and survey questionnaire.

 Source:[Link]
@6.0729847,125.1917389,14575m/data=!3m1!1e3?entry=ttu
Figure 3. Map of University Gymnasium

Respondents of the Study

This study utilized stratified random sampling to select respondents, ensuring

representation across various academic programs. The Raosoft Sample Size Calculator was

employed to determine the appropriate number of participants, resulting in a sample of 229

first-year students enrolled in PATHFIT 1 at Mindanao State University-General Santos City.

The respondents were drawn from different departments within the College of Education,

specifically: Bachelor of Elementary Education, Bachelor of Secondary Education (divided into

four majors—English, Mathematics, Biology, and Filipino), and the newly introduced Bachelor

of Physical Education program.

Hence, Stratified random sampling is a technique used to divide a population into

distinct subgroups (strata) based on shared characteristics, ensuring that each subgroup is

proportionally represented in the final sample (Hayes, 2024). This method enhances sampling

accuracy by capturing variability within the population.

The Raosoft Sample Size Calculator, as described by McCrum-Gardner (2010), is an

online tool designed to help researchers determine the required sample size for survey studies.

By inputting key parameters such as expected response distribution, confidence level, desired

margin of error, and population size, researchers efficiently identified the number of

respondents necessary to achieve statistically significant results with a desired level of

precision.
DEPARTMENTS SECTION/ POPULATION SAMPLE
BLOCK SIZE
MALE FEMALE
SIZE

ELGEN A 46 24 12 12
BACHELOR OF
ELEMENTARY
EDUCATION ELGEN B 45 22 10 12

ELGEN C 46 20 8 12

ELGEN D 46 24 12 12

ENGLISH 45 24 12 12

BACHELOR OF MATH 43 24 12 12
SECONDARY
EDUCATION
FILIPINO 46 23 11 12

BIOLOGY 43 20 8 12

BACHELOR OF BLOCK 1 45 24 12 12
PHYSICAL
EDUCATION
BLOCK 2 47 24 12 12

TOTAL 452 229 109 120

Table. 1 Respondents of the Study

 Stratified Random Sampling was utilized in this study and Raosoft Calculator is

used to determine the target number of respondents. First, the respondents of the study

were 220 students selected from the three (3) different departments—BPED, BSED, and

BEED.

Second, it was subdivided into the Major Field of Specialization where the

Bachelor of Elementary Education has a total population of 90 students coming from 4

blocks, 24 from Elgen A, 22 from Elgen B, 20 for Elgen C and 24 from Elgen D. On the

other hand, Bachelor of Secondary Education has a total population of 91 students

which consists of 4 sub-departments (English (24), Mathematics (23) , Filipino (20) and

Biology (20). Moreover, the Bachelor of Physical Education has a total population of 90

students. Of these students, 48 will be chosen to be respondents. 24 from block 1, and

24 also for block 2. Lastly, the number of participants from each section were divided

into two (2) for Gender Selection. Ten (12) Females and Ten (12) each from the sections

of BEED ELGEN A-D, BSED Mathematics, English, Filipino, Biology, and for BPED

Block 1 and Block 2.

Research Instruments

The research instrument utilized in the study was composed of three

comprehensive parts designed to gather both objective and subjective data related to

the respondents' physical fitness and perceived wellness. Part I focused on the

demographic profile of the respondents, specifically identifying their sex and department.

Part II involved a series of standardized physical fitness tests aimed at measuring

eleven components of physical fitness. These included agility, speed, power,

coordination, reaction time, balance, cardiorespiratory endurance, muscular strength,

muscular endurance, body composition, and flexibility. Each component was assessed
using a well-established field test: the Illinois Agility Run (Getchell, 1979) for agility, 50

Meter Run (Wood, 2008) for speed, Sargent Jump Test (Sargent, 1921) for power,

Paper Juggling (DepEd, 2019) for coordination, Ruler Drop Test (Davis et al., 2000) for

reaction time, Stork Stand Test (Johnson et al., 1986) for balance, Beep Test (Leger,

1970) for cardiorespiratory endurance, Push-Up Test (Wood, 2006) for muscular

strength, Sit-Up Test (Golding, 1989) for muscular endurance, Body Mass Index (WHO,

2010) for body composition, and the Sit and Reach Test (Wells & Dillon, 1952) for

flexibility. Each test was scored using a five-point rating scale where 5 indicated “Very

Good,” 4 “Good,” 3 “Average,” 2 “Poor,” and 1 “Very Poor.” These fitness tests are

widely recognized for their validity and reliability in assessing different aspects of

physical fitness and were chosen for their practicality and ease of administration in a

school. (See Appendix D, p93)

Part III of the instrument focused on the perceived wellness of the respondents.

This was measured using a questionnaire adapted from the study of De Guzman et al.

(2021), which demonstrated reliability with a Cronbach’s alpha of 0.88 and a Content

Validity Index (CVI) of 0.80. The questionnaire employed a five-point Likert scale with

the following response options: 1 for “Never,” 2 for “Rarely,” 3 for “Sometimes,” 4 for

“Most of the Time,” and 5 for “Always.” It covered five dimensions of wellness—Physical

Health, Social Health, Emotional Health, Environmental Health, and Intellectual Health—

with each dimension comprising ten items. This part of the instrument allowed the

researcher to gather data on the participants' self-perceived behaviors and experiences

related to wellness, adding a valuable subjective dimension to complement the objective

fitness assessments. (See Appendix D, p112).

LEVEL OF EACH HEALTH DIMENSIONS

 SCORE REMARKS VERBAL DESCRIPTION

41 - 50 Very Good You are consistently practicing

healthy habits that significantly
shaped your wellness.

31 - 40 Good You are generally practicing

healthy habits but there are
opportunities to further
enhance your well-being.

21 - 30 Average You are practicing healthy

habits but not consistent which
significantly shaped your
wellness.

11 - 20 Poor It's important to consider

making some healthy behaviour
changes to improve your
overall wellness.

1 -10 Very Poor You have to make immediate

adjustments in your lifestyle to
improve your well-being.
Table 2. Prognosis of Perceived Level of Wellness

Data Gathering Procedures

In the data gathering procedure, the researchers processed all the

documents/letters needed for the conduct of the study. The researchers consulted to the

P.E faculties regarding the scheduling of their PATHFIT 1 classes for plotting of

schedules in data gathering. Researchers were given permission to conduct the study.

After the process of permitting and plotting of schedules, the challenges experienced by

the researchers was the conflict of schedule because they are in their teaching practice.

The researchers tapped selected BPED student volunteers to help in assisting the

physical fitness test and survey questionnaire. After the test, the gathered data which are

the scores of the Physical Test and Wellness was interpreted through prognosis (Very

Good, Good, Average, Poor, Very Poor) and sets of intervention will be sought after.
Statistical Treatment

The following statistical procedures used to interpret the data that will be gathered

from the respondents of the study.

For SOP 1, The demographic profile of the respondents was determined by the

used percentage and frequency distribution. The formula of Percentage and Frequency

Distribution is P = f/n × 100, where P was the Percentage, f was the Frequency and n is

the total number of Respondents.

For SOP 2-3, Weighted Mean was used to summarize the distribution of physical

fitness scores and wellness scores. The formula of weighted mean was Σ(w)n (x̄ ) n/ Σ (w)

n, where x̄ = the mean value of the set of given data and w = corresponding weight for

each observation. This tool was used to compute the weight of responses in the scores

and questionnaires of the respondents during the actual data gathering procedure.

In SOP 4, Z-test was used to statistically determine if there's a significant

difference between the mean of a sample and the mean of a population, or between the

means of two populations, when the population standard deviation is known and the

sample size is large (usually greater than 30).

In SOP 5, Spearman Rank was used to find out if there was a significant

relationship between physical fitness and perceived wellness among the respondents.

This statistic calculates the degree to which two variables are linearly correlated.

Ethical Consideration

In accordance with Republic Act No. 10173, also known as Data Privacy Act, all

types of information, private, personal, or sensitive, are intended to protect both natural

and legal individuals involved in the processing of personal information. The researchers
ensured that all of the collected data from the respondents were hidden and was used for

research purposes only. In addition, before conducting the actual physical fitness test,

researchers conducted sets of warm-ups for the respondents. This is to avoid injuries and

risk when doing the series of tests, especially for their body’s preparation. After the SRF

Test and HRF Test, researchers then conducted sets of cool down for recovery.

Furthermore, for those respondents who are aged below 18, they were given a parental

consent form for the purpose of approval of the student’s participation in the study. Thus,

it served as an acknowledgement and agreement between the respondents’ engagement

most especially, during the physical testing. Additionally, before proceeding to the

conduct of the study, the researchers compiled the requirements from Institutional Ethics

Review Committee (IERC) of the MSU-Gensan campus for review of protocol for the

implementation. It was reviewed and granted exemption from the committee.

 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the data collected by the researchers and discussed in a

form of text, and tables with reference to aim to determine the physical fitness and

perceived wellness of first years in PATHFIT 1 of Mindanao State University- General

Santos City.

Table 2. Respondents’ Demographic Profile.

DEPARTMENT SEX

MALE FEMALE

Frequency Percentage Frequency Percentage Sub-Total

BEED
DEPARTMENT 42 46.6% 48 53.4% 90

BSED
DEPARTMENT 43 47% 48 53% 91

BPED
DEPARTMENT 24 50% 24 50% 48

TOTAL 109 47.60% 120 52.40% 229

This table presents the Demographic profile of the respondents which shows most

of the respondents were females which has a population of 120, and a percentage of

52.40% in the total population of 229 students. Moreover, 109 of this population were
 males, making up 47.60% of the population. In terms of Department, the table shows the

department of BSED (Bachelor of Secondary Education) has the largest among the rest

of the respondents with a population of 43 students or 91.47% for male and 48 students

or 53% for female. Additionally, the second largest group is BEED (Bachelor of

Elementary Education) which has 90 respondents with a percentage of 46.6% (42) for

male and 53.4% (48) for female. Conversely, the BPED (Bachelor in Physical Education)

has the least population with 48 respondents with a percentage of 50% (24) for both male

and female (24). The result shows that out of 229 respondents, the population of the

study is highly dominated by the Bachelor of Secondary Education in terms of

Department and in terms of Sex, Female were the most number of respondents.

Table 3. Level of Physical Fitness of PATHFIT 1 BEED Students in Terms of Health-

Related Fitness

The

HEALTH FLEXIBILTY MUSCULAR MUSCULAR BODY CARDIOVASCULA

table shows STRENGTH ENDURANCE COMPOSITION R ENDURANCE
RELATED
the result of FITNESS

MEAN SD MEAN SD MEAN SD MEAN SD MEAN SD

the BEED
MALE 3.81 1.38 2.55 0.96 2 1.01 4.79 0.68 1.88 1.35
Department
DESCRIPTION AVERAGE POOR POOR GOOD VERY POOR
in terms of

the FEMALE 3.27 1.58 2.06 0.86 1.73 1.81 4.71 0.54 1.81 1.32

DESCRIPTION AVERAGE POOR VERY POOR GOOD VERY POOR

respondent’s Health-Related Fitness. It was found out that the highest level attained by the

respondents was “Good” which falls on the component of Body Composition. Followed by the

Flexibility which was found out to be on the “Average Level” for both Male and Female.

However, in terms of Muscular Endurance both of the sexes had a “Poor Level”. In terms of

Cardiovascular Endurance Level, both Female and Male were found to be “Very Poor”.
Conversely, in terms of Muscular Endurance, Male has a higher level (“Poor”), than females

(“Very Poor”).

Table 3.a. Level of Physical Fitness of PATHFIT 1 BEED Students in Terms of Skill-
Related Fitness

SKILL AGILITY COORDINATI SPEED BALANCE POWER REACTION TIME

ON
RELATED
FITNESS

MEAN SD MEAN SD MEAN SD MEA SD MEAN SD MEAN SD

N

MALE 4.56 1.0 2.12 1.4 2.71 1.3 3.3 1.3 2.55 1.27 4.1 0.90
0 8 3 4 3
DESCRIPTION AVERAGE POOR POOR AVERAG POOR GOOD
E

FEMALE 3.2 0.8 2.27 1.6 3.44 1.5 3.0 1.4 2.23 1.22 3.88 1.16
9 6 8 2 2
DESCRIPTION GOOD POOR AVERAGE AVERAGE POOR AVERAGE

The table presents the result of the BEED Department in terms of their Skill-

Related Fitness Level. In terms of Agility, Females has higher level which was found to be

“Good”, compare to the Males, which was found to be on the “Average” level. Since

female has more agility than males, the result also shows that in terms of Speed, female

has higher level which was found to be “Average” rather than the latter, which was found

to be “Poor”. However, in terms of Reaction Time, Males had more skill than females.

Male were found to be “Good” compared to the female who were found to be on the

“Average” level. Conversely, both of these sexes were found to be on the “Poor Level” in

terms of Coordination and Power.

 Table 3.b. Level of Physical Fitness of PATHFIT 1 BSED Students in Terms of
Health-Related Fitness

HEALTH FLEXIBILTY MUSCULAR MUSCULAR BODY CARDIOVASCULA

STRENGTH ENDURANCE COMPOSITION R ENDURANCE
RELATED
FITNESS

MEAN SD MEAN SD MEAN SD MEAN SD MEAN SD

MALE 4.53 0.90 2.51 0.88 1.33 0.91 4.67 0.68 2.33 1.67

DESCRIPTION GOOD POOR VERY POOR GOOD POOR

FEMALE 3.9 1.29 2.35 0.81 1.08 0.27 4.60 0.73 1.65 1.31

DESCRIPTION AVERAGE POOR VERY POOR GOOD VERY POOR

The table shows the result of the BSED Department on their Health-Related

Fitness Level. It was found out that the highest level of skill they had were “Good”, which falls on

the component of both Flexibility and Body Composition. However, in terms of their Muscular

Strength, both sexes were found to be on the “Poor Level”, and even found to be lower on

Muscular Endurance (“Very Poor”). Moreover, the result found that Females had a lower level

which was on the “Very Poor”, rather than Males, which were found to be on the “Poor” level in

terms of Cardiovascular Endurance.

 Table 3.c. Level of Physical Fitness of PATHFIT 1 BSED Students in Terms
of Skill-Related Fitness

The
SKILL AGILITY COORDINATI SPEED BALANCE POWER REACTION
table ON TIME
RELATED
FITNESS
presented
MEA SD MEA SD MEA SD MEA SD MEAN SD MEAN SD
shows the N N N N

MALE 3.56 0.7 1.81 1.3 3.00 1.75 3.79 1.24 3.79 1.2 4.33 0.83
result of the 5 9 2
DESCRIPTON GOOD VERY AVERAGE AVERAGE AVERAGE GOOD
BSED
POOR
Department’s FEMALE
Level in terms 3.33 1.26 1.56 1.17 3.10 1.54 3.27 1.42 2.04 1.25 4.08 0.91

DESCRIPTIO AVERAGE VERY AVERAGE AVERAGE POOR GOOD

of their Skill- N
POOR

Related

Fitness. It was found out that the highest skill level they had was on the component of Reaction

Time, for both Male and Female which was interpreted as “Good”. Both sexes had an “Average

Level” in terms of the skill of Balance, and a “Very Poor” level on Coordination skills. Moreover,

in terms of Agility skills, Male has higher level which was found to be “Good”, rather than

Females which was found to be on the “Average” level. However, in terms of Speed, it was

found out that both of them are on the “Average” level. Additionally, in terms of Power, Males

were the one who has higher skills interpreted as “Average”, and Females on the skill level of

“Poor”.
 Table 3.d. Level of Physical Fitness of PATHFIT 1 BPED Students in Terms of
Health-Related Fitness

The

HEALTH FLEXIBILTY MUSCULAR MUSCULAR BODY CARDIOVASCULA

table STRENGTH ENDURANCE COMPOSITION R ENDURANCE
RELATED
presented FITNESS

MEAN SD MEAN SD MEAN SD MEAN SD MEAN SD

above
MALE 4.62 0.56 2.50 0.88 3.23 0.84 4.75 0.67 2.79 0.93
shows the
DESCRIPTION GOOD POOR AVERAGE GOOD VERY POOR
result of the

Health- FEMALE 4.5 0.59 2.41 0.65 2.86 0.61 4.75 0.53 1.87 1.12

DESCRIPTION VERY GOOD POOR AVERAGE GOOD AVERAGE

Related

Fitness Level of the BPED students in terms of sex. As it suggests, the highest skill level they

had where found to be on Body Composition which was on the “Good” level for both groups.

Both sexes also had an “Average” level of Muscular Endurance, and a “Poor” level on Muscular

Strength. However, both sexes in terms of flexibility and cardiovascular endurance varied. In

Flexibility, Females were found to be on higher level, which was “Very Good”, rather than Males

who are in the level of “Good”. Additionally, even in Cardiovascular Endurance, Females were

also higher. With an “Average” level, compared to the Males with a “Very Poor” level.

Table 3.e. Level of Physical Fitness of PATHFIT 1 BPED Students in Terms

of Skill-Related Fitness
 The
SKILL AGILITY COORDINATI SPEED BALANCE POWER REACTION
table ON TIME
RELATED
FITNESS
presented
MEA SD MEA SD MEA SD MEA SD MEAN SD MEAN SD
shows the N N N N

MALE 2.29 0.5 1.96 1.3 4.33 1.04 3.21 0.97 2.67 0.9 4.00 0.97
result of the 5 3 6
DESCRIPTIO POOR VERY GOOD POOR POOR GOOD
BPED
N
POOR
Department’s FEMALE
Level of Skill- 2.16 1.32 1.50 1.33 2.71 1.05 2.67 1.34 2.33 0.91 4.17 0.97

DESCRIPTIO POOR VERY POOR POOR POOR GOOD

Related N
POOR

Fitness in

terms of sex. For Reaction Time, both Male and Female were found to be on the “Good” level,

which was also the highest skill level they both had for SRF. In the component Agility, Power,

and Balance, both of the sexes were also on the same level which were found to be “Poor”.

Hence, even became lower in terms of their Coordination skills which were found to be “Very

Poo”. However, despite being on the “Poor” level, as to the skill of Speed, Male has higher level

which were found to be “Good”, rather than Females which were found to be on the “Poor” level.

Table 3.f. Summary of the Level of Physical Fitness of PATHFIT 1 Students in

terms of Health-Related Fitness and Skill-Related Fitness across Sex and
Department
 HEALTH RELATED FITNESS

The
SEX MALE DESCRIPTION FEMALE DESCRIPTION
table

presents the DEPARTMENT MEAN SD MEAN SD

summary of
BEED 3.01 1.26 AVERAGE 2.71 1.28 POOR
the level of

physical

fitness of the BSED 3.06 1.48 AVERAGE 2.74 1.52 POOR

PATHFIT 1
BPED 3.57 1.11 AVERAGE 3.27 1.37 AVERAGE
students in

terms of
SKILL RELATED FITNESS
Health-

Related BEED 3.23 1.19 AVERAGE 3.00 0.96 AVERAGE

Fitness and

Skill-Related
BSED 3.30 1.19 AVERAGE 2.90 1.16 POOR
Fitness. It

was found
BPED 3.07 1.07 AVERAGE 2.56 1.16 AVERAGE
out that in

HRF, BPED

Department was most likely to get a higher level with 3.57 and 3.27 mean indicated as

“Average” for both Male and Female. Furthermore, both BSED and BEED Department were

found to be on the “Average” level for Male which is more likely higher than Female which was

found to be on the “Poor” level. In terms of SRF, both departments from BPED and BEED were

found to be on the “Average” level for both Male and Female, which was the highest level of skill
fitness as indicated in the result. Conversely, the BSED Department were found to be on

the “Average” level also, but only in terms of their Male students, and were found out to

have even a lower level which was indicated as “Poor” for the Females.

According to the study of Sun et al., (2024), research indicates that a significant

proportion of students, including those in college, exhibit unsatisfactory physical fitness

scores, commonly hovering just above or below standardized passing thresholds in both

health- and skill-related fitness assessments. These low scores are attributed to a variety

of interrelated factors such as sedentary lifestyles, poor exercise habits, academic

pressures, and the decline or absence of mandatory physical education in upper years of

study. However, Leahy et al. (2019), strongly suggests that these students, although not

at their physiological limits, possess substantial capacity for improvement if appropriately

designed fitness interventions are implemented.

Additionally, in the study of Posadzki, Pieper, Bajpai et. al, (2020), suggest that the

individuals who have lower fitness levels may have a greater capacity for improvement

when they engage in structured physical activity programs. Moreover, they can maintain a

satisfactory quality of life through lifestyle modifications and physical activity participation.

Hence, identifying and knowing low fitness level for both skill execution and health-

maintenance capabilities, can act as a wake-up call, motivating the individuals to adopt

healthier habits.

Table 4. Perceived Level of Wellness of BEED students in Terms of Intellectual

Health, Social Health, Emotional Health, Environmental Health and Physical Health
among Sex and Department.
 PERCEIVED INTELLECTUAL SOCIAL EMOTIONA ENVIRONMEN PHYSICAL
The LEVEL OF L T
WELLNESS
table
BEED MEAN SD MEAN SD MEAN SD MEAN SD MEA SD
N
presented
FEMALE 2.72 0.37 3.41 0.2 2.76 0. 4.16 0.0 2.47 0.3
above 1 35 4 5

shows the DESCRIPTION POOR AVERAGE POOR GOOD POOR

result of MALE 2.68 0.23 3.42 0.2 3.09 0. 4.00 0.0 2.61 0.0
5 34 6 9
Perceived
DESCRIPTION POOR AVERAGE AVERAGE AVERAGE POOR
Level of

Wellness of the BEED Students. As the result suggests, in terms of Intellectual Dimension, both

sexes were found to be on the “Poor” level, the same level on their Physical Dimension. In terms

of Social Dimension, both Male and Female were found to be on the “Average” level. However,

the level varied in terms of Emotional and Environmental Dimension. Females had lower

perceived level in terms of emotional aspect which were found to be “Poor”, unlike the Males

which were found to be on the “Average” level. Conversely, in terms of Environmental

Dimension, Males were found to be just on the “Average” level, while Females were on “Good”

level which implies that female BEED students perceived their environmental health higher than

males. Moreover, the highest perceived level of wellness of the Female and Male BEED

students is the Environmental Dimension while their lowest is the Physical Dimension. These

results only suggests that BEED students are generally practicing good environmental habits but

could still improve. Additionally, they need to consider making some healthy behavior changes

to manage their physical dimension.

Table 4.a. Perceived Level of Wellness of BSED students in Terms of Intellectual Health,
Social Health, Emotional Health, Environmental Health and Physical Health among Sex
and Department.
 The

table PERCEIVED INTELLECTUAL SOCIAL EMOTIONAL ENVIRONMENT PHYSICAL

LEVEL OF
presented WELLNESS

BSED MEAN SD MEAN SD MEAN SD MEAN SD MEAN SD

above
FEMALE 3.12 0.3 3.51 0.47 3.73 0. 3.63 0.05 3.14 0.4
shows the 7 50 2
DESCRIPTION AVERAGE AVERAGE AVERAGE AVERAGE AVERAGE
result of

Perceived MALE 3.18 0.5 3.60 0.34 3.73 0. 3.40 0.28 3.29 0.5
8 56 5
Level of DESCRIPTION AVERAGE AVERAGE AVERAGE AVERAGE AVERAGE
Wellness of

the BSED Students. As the result suggests, it shows that all of the dimensions in wellness, the

BSED students perceived it on the “Average” level for both Female and Male. While they

perceived it averagely, the Emotional Dimension is the highest wellness they perceived with a

mean of 3.73, statistically higher than other dimensions, this also resulted to the mean for Male

respondents on the same dimension. However, Intellectual Dimension was perceived lower than

the rest of the dimensions for both sexes with 3.12 and 3.18 mean. These results implies that in

terms of emotional and intellectual health, though resulted in statistics differently but perceived

averagely, BSED students are practicing healthy habits but are not just consistent in managing

about it.

Table 4.b. Perceived Level of Wellness of BPED students in Terms of Intellectual Health,
Social Health, Emotional Health, Environmental Health and Physical Health among
Sex and Department.
 PERCEIVED INTELLECTUAL SOCIAL EMOTIONAL ENVIRONMENT PHYSICAL
LEVEL OF
WELLNESS

MEAN SD MEAN SD MEAN SD MEAN SD MEAN SD

FEMALE 3.34 0.18 3.51 0.47 3.73 0.5 4.20 0.37 4.02 1.11
0
DESCRIPTION AVERAGE AVERAGE AVERAGE GOOD GOOD

MALE 3.55 0.98 3.72 0.48 3.75 0.5 3.95 0.25 3.91 0.79
9
DESCRIPTION AVERAGE AVERAGE AVERAGE AVERAGE AVERAGE

The table presented above shows the result of Perceived Level of Wellness of the

BPED Students. As the result suggests, majority of the dimensions were found to be on

the “Average” level. However, in terms of Environmental and Physical dimension,

Females perceived this dimension on “Good” level which were higher than Males. Thus,

despite the majority perceived on the “Average” level, Intellectual Dimension is their

lowest perceived level with 3.34 and 3.55 mean for both sexes, and Environmental

Dimension as the highest level with 4.20 and 3.95 mean for both Female and Male also.

Table 4.c. Summary of Perceived Level of Wellness across Sex and Department
 The

table shows DEPARTMENT

MALE FEMALE
the result of MEAN SD DESCRIPTION MEAN SD DESCRIPTION

the
BEED 2.93 0.57 POOR 3.05 0.68 AVERAGE
Perceived

Level of

Wellness BSED 3.55 0.22 AVERAGE 3.44 0.22 AVERAGE

across Sex

and BPED 3.13 0.16 AVERAGE 3.60 0.35 AVERAGE

Department

of the PATHFIT 1 students. The result suggests that BSED and BPED departments, they

perceived their level of wellness on the “Average” level, whether they are Male or Female. On

the other hand, the department of BEED particularly the Females, perceived also their wellness

on the “Average” level. However, the Males from this department perceived their level of

wellness lower than the rest which were found to be “Poor”. These results implies that BSED

and BPED Department, both Females and Males, including the Females of the BEED

Department, shows that they are practicing healthy habits but not consistent which significantly

shaped their wellness. On the other hand, Males from BEED, as the result suggests, that they

have to consider making some healthy behavior changes to improve overall wellness.

Moreover, considerable portion of the student population, especially at the university

level, students exhibits unsatisfactory wellness scores, which places the students at heightened

risk for academic difficulties, mental health challenges, and chronic health concerns later in life

Streram et al. (2025). Supported by Donnelly et al. (2024), that despite these concerns,

extensive research demonstrates that students with low baseline wellness possess significant
potential for improvement when provided with targeted support and well-designed

interventions.

Additionally, research of Das, Jones-Harrell, Ramaswami, et. al, (2020), tells that

individuals with an average level of wellness often maintain a stable state of health and

functionality. They may not be able to experience peak performances, however, they are

generally able to manage their daily tasks effectively and have a moderate productivity.

They are content with their current state, balancing work, and leisure. Hence, they may

strive for significant improvements. (Ruggeri, K., Garcia-Garzon, et. al, 2020). On the

other hand, according to Ciziceno, M. (2022), if others were content on their level of

wellness, it may also lead to complacency. Where individuals do not actively seek

opportunities for growth and improvement because they are already content about it.

Table 5. Z-Test of Difference on the Perceived Level Wellness and Level of

Physical Fitness among Sex of Respondents
 Sex Indicator Mean SD P-value Remarks Decision
s

Physical
3.18 0.45
Fitness
Reject
Perceived 0.00 Significant
H0
Level of 3.42 0.60
Male Wellness

Physical
2.88
Fitness 0.45
Reject
0.00 Significant
Female Perceived H0
Level of 3.41
0.60
Wellness

The data compares males and females on two indicators: physical fitness and

perceived level of wellness. The result shows that there is a significant difference

between how both Male and Female perceived their wellness than their actual fitness.

This means that students believed that they are well, as shown in the statistics result.

However, their actual fitness is lower than how well they think they are, which suggest a

gap between perception and reality. Hence, this may point to differences in perception or

possibly varying sociocultural pressures influencing how wellness is perceived rather than

the actual fitness.

According to Gaber (2024), male and female often overestimate or underestimate

their fitness levels based on other factors rather than on objective criteria such as

cardiovascular endurance, muscle strength, flexibility, or body composition. Individuals

who overestimate their wellness may neglect necessary health interventions, avoid

regular check-ups, or engage in physical activities that exceed their capabilities, leading

to injuries. As suggested by Schwartz (2020), that by encouraging regular physical

activity to students, it builds a fundamental strategy for aligning perceived and actual

fitness. Engaging in a variety of physical activities such as aerobic exercises, strength

training, flexibility exercises, and balance training ensures comprehensive fitness

development. Where each type of exercise addresses different aspects of fitness, which

contributes to the overall improvement that can help reshape both perception and reality.

Table 5.a. Z-Test of Difference on the Perceived Level Wellness and Level of
Physical Fitness among Department

Departmen Indicators Mean SD P-value Remarks Decision

t

Physical
2.99 0.45
Fitness
Significan Reject
Perceived 0.00
BEED t H0
Level of 3.37 0.60
Wellness

Physical
3.01 0.45
Fitness
Significan Reject
Perceived 0.00
BSED t H0
Level of 3.49 0.60
Wellness

Physical
3.09 0.45
Fitness
Significan Reject
Perceived 0.00
BPED t H0
Level of 3.33 0.60
Wellness

The results of the Z-tests conducted across academic departments in the

PATHFIT program reveal a consistent and statistically significant discrepancy between

the respondents' level of physical fitness and their perceived level of wellness. In all

cases—whether BEED, BSED, or BPED students—the perceived wellness scores were

significantly higher than the actual physical fitness scores.

 The consistent pattern suggests a systematic overestimation of personal wellness,

pointing to a potential misalignment between how students view their health and their

actual physical condition. Notably, the largest discrepancies were observed among BSED

students, indicating that these groups may be particularly susceptible to perception

biases or a lack of awareness about fitness standards. Surprisingly, even students from

the BPED department, who are generally more physically active and educated in health-

related topics, exhibited a statistically significant gap between perception and reality,

though with a smaller difference in mean scores. These findings underscore the

importance of integrating self-awareness training, health literacy, and objective fitness

assessments into physical education programs to help bridge the gap between perceived

and actual wellness.

Numerous studies indicate that individuals can report high subjective wellness and

quality of life even without high levels of objective physical fitness, and these patterns are

influenced by a range of factors including gender, age, motivational orientation, and

psychosocial circumstances (Iwon et al., 2021).

Additionally, despite the physical fitness contributes to wellness, in addition to the

study of Ohuruogu, B. (2020), that the wellness can be maintained through other factors

(multifaceted), even if the physical fitness is low. However, despite having a high level of

wellness than fitness, individuals who are experiencing it can possibly still face significant

health risks (Bueno-Antequera, Munguía-Izquierdo, 2023). Hence, wellness alone may

not be enough and sufficient to prevent conditions such as obesity, cardiovascular

diseases, and many more (Larosa, A. 2025). It suggests that physical inactivity can still

contribute to various health risks even if these individuals perceived their overall wellness

as high. The reason that underscoring the importance of integrating self-awareness

 training, health literacy, and objective fitness assessments into physical education

programs help bridge the gap between perceived and actual wellness.

Table 6. Spearman Rank Correlation Between Physical Fitness and Perceived Wellness.

Variables N Spearman’s Strength of p- Interpretation

ρ Correlation value

Physical Not statistically

Fitness vs. Weak significant; low

229 0.24037 0.936
Perceived Positive association

Wellness between variables

The Spearman Rank-Order Correlation was conducted to assess the relationship between

physical fitness levels and perceived wellness among students enrolled in PATHFIT. The analysis

yielded a Spearman's rank p(229=0.24, p=0.94 indicating a weak positive correlation. This

suggests that there is a slight tendency for students in physical fitness to the levels of perceived

wellness.

However, the p-value of 0.936 indicates that this observed relationship is not statistically

significant at the conventional α = 0.05 level. Therefore, while the direction of the relationship

aligns with expectations that physical health may enhance one’s perception of wellness, the result

does not provide sufficient evidence to conclude that a real monotonic association exists between

the two variables in this sample.

This finding reinforces the idea that wellness is a multidimensional construct influenced by

factors beyond physical condition. Despite moderate physical activity or fitness levels, students

may perceive their wellness based on mental, emotional, academic, or social factors. The weak,
non-significant correlation highlights that physical fitness alone does not substantially explain

perceived wellness among the participants.

Consequently, it is recommended that schools and wellness programs take a holistic

approach, integrating not only physical training but also psychological support, stress

management, and social development initiatives to promote comprehensive student well-being.

As supported from the study of Zheng et al. (2023), they stated that some physical

fitness parameters may not influence wellness at all, or in some cases, may actually

relate inversely to subjective experiences of enjoyment or satisfaction, especially when

associated with rigorous or demanding physical efforts.

Additionally, as most studies and concept always emphasize the

interconnectedness of both physical fitness and wellness, some researches emphasizes

that wellness is a broader concept, suggesting that physical fitness is not just the sole

determinant of overall well-being. It was supported by Ohuruogu, B. (2020). In his study,

he acknowledges that when we talked about wellness, it has a multifaceted concept.

Which means that wellness extends beyond fitness alone. Wellness can also be

influenced by several factors such as self-efficacy, response efficacy, automatic

precursors, and controlled precursors (Kurata, Ong, Cunanan, et. al, 2023). Thus, the

wellness perception doesn’t automatically always be directly linked to physical fitness.

 Proposed Plan of Action to Improve the Physical Fitness and Wellness of the
Students in Physical Activity Towards Fitness 1 (PATHFIT 1) in Mindanao
State University-General Santos City.

“ WELLFIT: Enhancing Wellness and Fitness Among PATHFIT 1 Students”

The transition to college life presents numerous challenges for first-year students,

including increased academic demands, changes in daily routines, and often a decline in

physical activity. These factors can negatively impact not only students’ physical health

but also their well-being. Recognizing these challenges, the initiative “WELLFIT:

Enhancing Wellness and Fitness Among PATHFIT 1 Students” was conceptualized to

promote a balanced and holistic approach to student health.

“WELLFIT” or “Enhancing Wellness and Fitness” is workout plan that is created to

foster wellness and physical fitness among students especially, those who are in

PATHFIT 1 subject. This workout plan contains two divisions solely for enhancing fitness

skills including HRF and SRF, and enhancing the overall wellness of a human being

which includes the Intellectual, Social, Emotional, Physical, and Environmental

dimensions. The workout plan is primarily intended to achieve within 14-Days in the

student’s most convenient time. Thus, through this structured intervention it helps to

empower and enhance the students, to take ownership of their health, enhance their

physical abilities, and integrate wellness practices into their daily lives.
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary

This study focuses on the Physical Fitness and Perceived Wellness among the

first year education students in PATHFIT 1 of Mindanao State University-General

Santos City. Specifically, this study sought to answer the following questions:

1. What is the Demographic Profile of PATHFIT 1 students in terms of:

a. Sex

b. Department

2. What is the level of Physical Fitness of PATHFIT 1 students in terms of:

A. Skill-Related Fitness

a.1. Agility

a.2. Coordination

a.3. Speed

a.4. Balance

a.5. Power

a.6. Reaction Time

B. Health-Related Fitness

b.1. Flexibility

b.2. Muscular Strength

 b.3. Muscular Endurance

b.4. Cardiorespiratory

b.5. Body Composition

3. What is the perceived level of wellness of PATHFIT 1 students in terms of:

a. Intellectual Health

b. Social Health

c. Emotional Health

d. Environmental Health

e. Physical Health

4. Is there a significant relationship between the Physical Fitness and Perceived

Wellness Level?

5. Is there a significant difference of the perceived level of wellness and physical

fitness of PATHFIT 1 students across sex and department?

6. Based on the results of the study, what interventions can be developed to

improve students' fitness and wellness?

This study examined the relationship between physical fitness and perceived

wellness among PATHFIT 1 students of Mindanao State University-General Santos. This

quantitative, descriptive-correlational research aimed to know the relationship of physical

fitness and perceived wellness.

A total of two hundred twenty-nine (229) students from first years of College of

Education participated in the study, selected through stratified random sampling. The

Bachelor of Elementary Education has a total population of 90 students. On the other

hand, Bachelor of Secondary Education has a total population of 91 students which

consists of 4 sub-departments (English, Biology, Mathematics, and Filipino). Moreover,

the Bachelor of Physical Education has a total population of 48 students. Lastly, the

number of participants from each section were divided into two (2) for Gender Selection.

Twelve (12) Females and twelve (12) Males.

The instrument of the study was the physical fitness test from their course syllabus

in Physical Activity Towards Health and Fitness 1 (PATHFIT1) namely: Sit and Reach,

Push Ups, Sit Ups, Beep Test, BMI, Illinois Agility Test, Paper Juggling, 50 Meter Run,

Stork Balance Test, Sargent Jump, and Ruler Drop Test as part of physical fitness and a

pen and paper test questionnaire from De Guzman, J. [Link]’s (Physical Fitness and

Wellness Among Athletes of Saint Michael College of Caraga) to measure the

respondents dimensions of wellness.

Data analysis for this study involved using descriptive correlation such as weighted

mean, percentage frequency distribution to accurately describe the population and

inferential statistics such as Z- TEST to determine if there's a significant difference

between a sample mean and a population mean or between the means of two

populations when the population standard deviation is known or the sample size is large,

and Spearman Rank to determine the significant relationship between physical fitness

and perceived wellness among the respondents.

Findings

1. The students’ Demographic Profile in terms of Sex was found to be mostly

Female respondents, with a population of 52.40% of the total population. The Male

students on the other hand has 47.60% of the total population. Moreover, in terms of

Department population, the BSED Department has the highest number of respondents
with 39.73% of the total population. Followed by the BEED Department, with 39.30%. And

the BPED Department, the smallest group, which makes up 40.96% of the total

population.

2. It was found out that in Health Related Fitness, BPED Department was

most likely to get a higher level with 3.57 and 3.27 mean indicated as “Average” for both

Male and Female. Furthermore, both BSED and BEED Department were found to be on

the “Average” level for Males which is more likely higher than their Females which was

found to be on the “Poor” level. In terms of Skill Related Fitness, both departments from

BPED and BEED were found to be on the “Average” level for both Male and Female,

which was the highest level of skill fitness in the result. Conversely, the BSED

Department who has the highest population were found to be on the “Average” level also,

but only in terms of their Male students, and were found out to have even a lower level

which was indicated as “Poor” for their Females.

3. The results indicate that students from the BSED and BPED departments,

both male and female, perceived their level of wellness as “Average,” suggesting a

moderate practice of healthy habits. Similarly, female students from the BEED

department also reported an “Average” wellness level. However, male students from the

BEED department perceived their wellness as “Poor,” marking a significant difference

from the other groups.

4. A Spearman Rank-Order Correlation analysis showed a weak positive

correlation (ρ = 0.24037) between physical fitness and perceived wellness among

PATHFIT students. However, the result was not statistically significant (p = 0.936),

meaning there is no strong evidence of a meaningful relationship between the two

variables in this sample.

5. It was found out that there is a significant difference between how both Male

and Female perceived their wellness than their actual fitness. In terms of sex, male and

female believed that they are well rather than being actually fit, which suggest a gap

between perception and reality. It was found out that Females has even stronger

discrepancy than Males which may point to gender-related differences in perception or

possibly varying sociocultural pressures influencing how wellness is perceived. Moreover,

in terms of Department, there is still a significant discrepancy between the respondents'

level of physical fitness and their perceived level of wellness. All of the Departments

perceived their level of wellness higher than their actual physical fitness. Hence, the

BSED Department as the largest discrepancy among the three (3), followed by BEED and

the BPED.

CONCLUSIONS

Based on the results, the following conclusions were made:

1. The demographic profile of the respondents reveals a relatively balanced

gender distribution, with a slight predominance of female students. Out of the total

population of 229 students, 120 are female, comprising 52.40% of the respondents.

Meanwhile, 109 are male, representing 47.60% of the total. This indicates that while

both genders are well-represented in the study, females make up the majority number

of the population in the study.

2. The results of the study revealed that the BPED Department had the highest

Health-Related Fitness levels for both males and females, rated as "Average." Males in
both the BSED and BEED Departments also achieved an "Average" level, while

females were rated "Poor." For Skill-Related Fitness, all departments generally showed

"Average" levels among males, with BPED and BEED females also at an "Average"

level, while BSED females were rated "Poor."

3. The findings reveal that students across the BSED and BPED departments,

regardless of gender, generally perceive their wellness at an average level, indicating a

moderate engagement in healthy lifestyle practices. Female students from the BEED

department also align with this average wellness perception. In contrast, male students

within the BEED department report a notably poorer sense of wellness compared to

their peers, highlighting a significant disparity. This suggests that while most groups

maintain moderate wellness habits, targeted interventions may be necessary to address

the lower wellness perception among male BEED students, aiming to improve their

overall health and well-being.

4. While the analysis indicated a weak positive correlation between physical

fitness and perceived wellness among PATHFIT students, the lack of statistical

significance suggests that this relationship may be due to chance. Therefore, no

definitive conclusion can be drawn about a consistent association between physical

fitness and perceived wellness in this sample. Further studies with larger and more

diverse populations are recommended to explore this relationship more accurately.

5. The study found a significant difference in physical fitness between males and

females, with males having higher levels. Although perceived wellness scores were

nearly identical, males tended to overestimate their wellness more than females. Across

all departments (BEED, BSED, BPED), students generally overestimated their wellness
 compared to actual fitness levels, especially in BSED. These results suggest gender-

related perception gaps and emphasize the need for improved health literacy, self-

awareness, and objective fitness assessments in physical education.

RECOMMENDATIONS

Based on the results and findings of the study, the following are highly recommended

1. For the Physical Fitness and Perceived Wellness, the researchers made a

Workout Plan entitled, “WELLFIT: Enhancing Wellness and Fitness Among

PATHFIT 1 Students”. The Workout Plan This workout plan was designed to promote

wellness and physical fitness among students, one focusing on developing Health-

Related and Skill-Related Fitness (HRF and SRF), and the other aimed at improving

overall wellness across five dimensions—Intellectual, Social, Emotional, Physical, and

Environmental. The program is structured to be completed within 14 days, allowing

students to follow it at their convenience. Through this guided approach, students are

encouraged to take charge of their health, boost their physical capabilities, and

incorporate wellness habits into their daily routines.

2. For the Difference of Level of Fitness and Perceived Wellness, the researchers

recommend that schools should integrate regular and objective fitness assessments to

help students better understand their true physical condition. Integrating self-awareness

training, health literacy, and objective fitness assessments into physical education

programs such as PATHFIT 1 to help bridge the gap between perceived and actual

wellness.
3. To strengthen the relationship between actual fitness levels and perceived

wellness, it is important to adopt a holistic and integrated approach that promotes both

physical fitness and wellness. While physical fitness contributes significantly to overall

wellness, students often misinterpret or overestimate their well-being, leading to a

mismatch. With that, researchers suggest that understanding the relationship between

fitness level and perceived wellness is crucial for promoting balanced health among

students. Since fitness is measurable and wellness is subjective, schools should

combine physical activities with wellness education that fosters self-awareness.

Supportive environments, realistic goal-setting, and reflection can help students align

their perceptions with their actual health, leading to a more accurate and holistic

understanding of well-being.
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[Link]

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[Link]

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 APPENDIX A.
LETTER OF PERMISSION TO THE PE CHAIRPERSON
 Appendix B.
LETTER OF VALIDATION
 APPENDIX C.
VALIDATION QUESTIONNAIRE
 APPENDIX D.

RESEARCH INSTRUMENTS

Part I. Demographic Profiles

Name(Optional):
Sex Department:

Part II. Individual Physical Fitness Test Scores

A. Health-Related Fitness

Stations Name Scores Ratings

1 Sit and Reach
2 a. Push Ups (Boys)
B.
b. Modified Push Ups (Girls)
Skill- 3 Sit Ups
4 Beep Test
5 Body Mass Index
( Height and Weight)
Related Fitness

Stations Name Scores Ratings

1 llinois Agility Run
2 Paper Juggling
3 50m Run
4 Stork Balance Test
5 Sargent Jump Test
6 Ruler Drop Test
PHYSICAL FITNESS TEST

For Skill-Related Fitness:

INSTRUMENT AND PROCEDURES AGILITY

test purpose: to test running agility using various turns and movements

equipment required: flat non-slip surface, marking cones, stopwatch, measuring tape,

timing gates.

pre-test: Explain the test procedures to the subject. Perform screening of health risks

and obtain informed consent. Prepare forms and record basic information such as age,

height, body weight, gender and test conditions. Measure and mark out the test area

using cones. Check the timing gate equipment and calibrate if required. See more

details of pre-test procedures.

course layout: The length of the course is 10 meters and the width is 5 meters. Four

cones are used to mark the start, finish and the two turning points. Another four cones

are placed down the center an equal distance apart. Each cone in the center is spaced

3.3 meters apart.

procedure: Participants should lie on their front (head to the start line) and hands by

their shoulders. On the 'Go' command the stopwatch is started, and the athlete gets up

as quickly as possible and runs forwards 10 meters to run around a cone, then back 10

meters, then runs up and back through a slalom course of four cones. Finally, the

athlete runs another 10 meters up and back past the finishing cone, at which the timing

is stopped.
results: An excellent score is under 15.2 seconds for a male, less than 17 seconds for a

female. See the full rating norm scores for the Illinois Test.
SCALE MALE FEMALE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory and need

5 <15.2 <17.0 VERY GOOD
to continue as it is.

15.2- 17.1- Good –Satisfactory but there is still room

4 GOOD
16.1 17.9 for improvement.

16.2- 18.0- Average -Not dis-satisfactory but there

3 AVERAGE
18.1 21.7 are skills that needs to improve.

18.2- 21.8- Poor –Unsatisfactory and needs to

2 POOR
19.1 23.0 improve.

Very Poor – Very unsatisfactory and

1 > 19.3 > 23.0 VERY POOR significant change is urgent for
improvement.

Reference: Getchell, B. (1979). Physical Fitness: A Way of Life. Second edition.

[Link]. [Link]

SPEED

50m Dash

test purpose: The aim of this test is to determine acceleration and speed.

equipment required: measuring tape or marked track, stopwatch, cone markers, flat

and clear surface of at least 70 meters.

Pre-test: Explain the test procedures to the subject. Perform screening of health risks

and obtain informed consent. Prepare forms and record basic information such as age,

height, body weight, gender, test conditions. Measure and mark out the test area.

Perform an appropriate warm up.

procedure: The test involves running a single maximum sprint over 50 meters, with the

time recorded. A thorough warm up should be given, including some practice starts and

accelerations. Start from a stationary standing position (hands cannot touch the ground),
with one foot in front of the other. The front foot must be behind the starting line. Once

the subject is ready and motionless, the starter gives the instructions "set" then "go.".

The tester should provide hints for maximizing speed (such as keeping low, driving hard

with the arms and legs) and the participant should be encouraged to not slow down

before crossing the finish line.

results: Two trials are allowed, and the best time is recorded to the nearest two decimal

places. The timing starts from the first movement (if using a stopwatch) or when the

timing system is triggered, and finishes when the chest crosses the finish line and/or the

finishing timing gate is triggered.

SCALE MALE FEMALE DESCRIPTION QUALITATIVE

8.17 sec 9.77 secs & Very Good- Highly satisfactory

5 VERY GOOD
& below below and need to continue as it is.

8.27 to 9.78 to 10.78 Good –Satisfactory but there is

4 GOOD
8.89 secs secs still room for improvement.

8.90 to Average -Not dis-satisfactory

3 9.94 10.72 to AVERAGE but there are skills that needs to
11.78 secs
secs improve.

9.95 to Poor –Unsatisfactory and needs

2 11.79 to POOR
12.04
12.83 secs to improve.
secs

Very Poor – Very unsatisfactory

12.05 & 12.84 &
1 VERY POOR and significant change is urgent
above above for improvement.

Reference Tambe, R. (2015). Establishment of norms for 50mts dash test of higher
secondary students of Maharashtra state. Semantic Scholar.
[Link]
of-Tambe/aab57bc71de50b52bfc1c09e2bf3939253c6a555
POWER

Sargent Jump

purpose: to measure the leg muscle power

equipment required: measuring tape or marked wall, chalk for marking wall (or

Vertec® or jump mat).

pre-test: Explain the test procedures to the subject. Perform screening of health risks

and obtain informed consent. Prepare forms and record basic information such as age,

height, body weight, gender, test conditions. Perform an appropriate warm- up. See

more details of pre-test procedures.

procedure: the athlete stands side on to a wall and reaches up with the hand closest to

the wall. Keeping the feet flat on the ground, the point of the fingertips is marked or

recorded. This is called the standing reach height. The athlete then stands away from

the wall, and leaps vertically as high as possible using both arms and legs to assist in

projecting the body upwards. The jumping technique can or cannot use a

countermovement (see vertical jump technique). Attempt to touch the wall at the highest

point of the jump. The difference in distance between the standing reach height and the

jump height is the score. The best of three attempts is recorded.

scoring: The jump height is usually recorded as a distance score. See the vertical jump norm

table to rate scores. For more information, see a selection of vertical jump test results. It is also

possible to convert jump height into a power or work score.

SCALE MALE FEMALE DESCRIPTION QUALITATIVE

8.17 sec 9.77 secs & Very Good- Highly satisfactory

5 VERY GOOD
& below below and need to continue as it is.

8.27 to 9.78 to 10.78 Good –Satisfactory but there is

4 GOOD
8.89 secs secs still room for improvement.

8.90 to Average -Not dis-satisfactory

3 9.94 10.72 to AVERAGE but there are skills that needs
11.78 secs
secs to improve.

9.95 to Poor –Unsatisfactory and

2 11.79 to POOR
12.04
12.83 secs needs to improve.
secs

Very Poor – Very unsatisfactory

12.05 & 12.84 &
1 VERY POOR and significant change is urgent
above above for improvement.

References: Wood, R. (2012). Vertical jump norms. Topend Sports. Retrieved August
10, 2024, from [Link]
COORDINATION

Paper Juggling

test purpose: to measure the coordination of the hand and eye. equipment required:

A piece of crumpled coupon bond procedure:

For the Performer:

A. Stand comfortably in an area with no obstruction.

B. Hit the crumpled paper alternatively with the right and left palm in upward

motion.

C. The height of the material being tossed should be atleast above the head.

D. Two trials only.

SCALE MALE FEMALE DESCRIPTION QUALITATIVE

inch cm inch cm

Very Good- Highly

> 28 > 70 > 24 > 60 VERY
5 satisfactory and need to
GOOD
continue as it is.

Good –Satisfactory but

4 20 - 24 51 - 60 16- 41 - 50 GOOD there is still room for
20 improvement.

Average -Not dis-

16 - 20 41 - 50 12 - 31- 40 satisfactory but there are
3 16 AVERAGE
skills that needs to
improve.

Poor –Unsatisfactory and

2 8 - 12 21 - 30 4-8 11 - 20 POOR
needs to improve.

Very Poor – Very

<8 < 21 <4 < 11 VERY unsatisfactory and
1
POOR significant change is
urgent for improvement.

Scoring: Record the number of hits the performer has done within 30 seconds.
References: Marley, S. (2014, June 10). Final DepEd physical fitness test [Slide show].
SlideShare. [Link]

REACTION TIME

Ruler Drop Test

test purpose: to measure reaction time, hand-eye quickness and attentiveness.

equipment required: 1 meter long ruler or Yardstick, calculator.

pre-test: Explain the test procedures to the subject. Prepare forms and record basic

information such as age, gender and test conditions. Write down which is the preferred

hand. See more details of pre-test procedures.

procedure: The person to be tested stands or sits near the edge of a table, resting their

elbow on the table so that their wrist extends over the side. The assessor holds the ruler

vertically in the air between the participant's thumb and index finger, but not touching.
 Align the zero mark on the ruler with the participant's fingers. The participant should
SCALE SCORE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory and need to

5 < 7.5 cm VERY GOOD
continue as it is.

7.5-15.9 Good –Satisfactory but there is still room for

4 GOOD
improvement.
cm

15.9- Average -Not dis-satisfactory but there are

3 AVERAGE
20.4cm skills that needs to improve.

20.4-28
2 POOR Poor –Unsatisfactory and needs to improve.
cm

Very Poor – Very unsatisfactory and

1 > [Link] VERY POOR significant change is urgent for
improvement.

indicate when they are ready. Then, without prior warning, the assessor releases the

ruler and lets it drop - the subject must catch it as quickly as possible as soon as they

see it fall. Record in centimeters the distance the ruler fell (the level the participant grabs

the ruler). Repeat this procedure several times (e.g. 10 times) and take the average

score.

Reference: Davis, B., Bull, R., Roscoe, J., & Roscoe, D. (2000). Physical education and
the study of sport (4th ed., p. 130). Harcourt Publishers.

BALANCE

STORK BALANCE TEST

purpose: To assess whole body balance ability.

equipment required: flat, non-slip surface, stopwatch, paper and pencil.

pre-test: Explain the test procedures to the subject. Perform screening of health risks

and obtain informed consent. Prepare forms and record basic information such as age,

height, body weight, gender, test conditions. Perform an appropriate warm- up. See

more details of pre-test procedures.

procedure: Remove the shoes and place the hands on the hips, then position the non-

supporting foot against the inside knee of the supporting leg. The subject is given one

minute to practice the balance. The subject raises the heel to balance on the ball of the

foot. The stopwatch is started as the heel is raised from the floor. The stopwatch is

stopped if any of the follow occur:

The hand(s) come off the hips. The supporting foot swivels or moves (hops) in any

direction The non-supporting foot loses contact with the knee.

The heel of the supporting foot touches the floor.

Scoring: The total time in seconds is recorded. The score is the best of three attempts. The

table lists general ratings for this test.

SCALE SCORE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory and need to

5 > 50 VERY GOOD
continue as it is.

Good –Satisfactory but there is still room for

4 40-50 GOOD
improvement.

Average -Not dis-satisfactory but there are

3 25-39 AVERAGE
skills that needs to improve.

2 10-24 POOR Poor –Unsatisfactory and needs to improve.

Very Poor – Very unsatisfactory and

1 <10 VERY POOR significant change is urgent for
improvement.

Reference: Johnson, B., & Nelson, J. (1986). Practical measurements for evaluation in
physical education. Macmillan. [Link]
For Health Related Fitness

CARDIORESPIRATORY

ENDURANCE BEEP TEST

Purpose: To measure the cardio respiratory endurance

Equipment required: A flat, non-slip surface, marking cones, 20m measuring tape,

beep test audio, an audio player, and recording sheets.

Pre-test: Explain the test procedures to the subject (many beep test audio recordings

include an explanation at the beginning). Screen for health risks and obtain informed

consent. Fill out forms and record basic information like age, height, body weight,

gender, and test conditions (especially the weather and running

surface). Measure and mark the course. Ensure that the participants are properly

warmed up.

Procedure: This test entails running continuously between two lines 20m apart in

response to recorded beeps. For this reason, the test is also known as the 'beep' or

'bleep' test. The participants stand behind one of the lines, facing the second line, and

begin running as instructed by the recording. The speed at the beginning is quite slow.

The subject continues to run between the two lines, turning as indicated by the recorded

beeps. After about a minute, a sound indicates an increase in speed, and the beeps

become closer together. This repeats every minute (level). If the line is reached before

the beep, the subject must wait for the beep to sound before proceeding. If the line isn't

reached before the beep,the subject is given a warning and must continue running to the

line before turning and attempting to catch up with the pace within two more 'beeps'. The
 subject receives a warning the first time they fail to reach the line (within 2 meters), and

is eliminated after the second warning.

Scoring:

The athlete's score is the level and number of shuttles (20m) completed before

becoming unable to keep up with the recording. Record the last level completed (not

necessarily the level where you stopped). This norms table is based on personal

experience and provides an approximate level score for adults using the standard

Australian beep test version. There is a more detailed table of beep test norms.
SCALE MALE FEMALE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory

5 11/6-13/10 10/2-12/7 VERY GOOD
and need to continue as it is.

Good –Satisfactory but there is

4 10/2-11/5 8/7-10/1 GOOD
still room for improvement.

Average -Not dis-satisfactory

3 8/6-10/1 7/3-8/6 AVERAGE but there are skills that needs
to improve.

Poor –Unsatisfactory and

2 7/2-8/5 5/8-7/2 POOR
needs to improve.

Very Poor – Very unsatisfactory

1 5/2-7/1 4/5-5/7 VERY POOR and significant change is urgent
for improvement.

Reference: Wood, R. (2008, October). Beep test instructions. Topend Sports.

[Link]
MUSCULAR STRENGTH

PUSH UP TEST

Purpose: to measure upper body strength and endurance

Equipment required: Depending on the protocol you use, you may need a floor mat,

metronome (or audio tape, clapping, drums), stopwatch, wall, and chair.

Pre-test: Explain the testing procedures to the subject. Screen for health risks and

obtain informed consent. Fill out forms and record basic information like age, height,

body weight, gender, and test conditions. Warm up according to standard procedures.

See more information on pre-test procedure.

Procedure: A standard push-up starts with the hands and toes on the floor, the body

and legs in a straight line, feet slightly apart, and the arms shoulder-width apart,

extended, and at a right angle to the body. Keeping the back and knees straight, the

subject lowers the body to a predetermined point, such as touching the ground or

another object, or until the elbows form a 90-degree angle, before returning to the

starting position with arms extended. This action is repeated without rest, and the test

continues until exhaustion, when they can no longer do it in rhythm or have completed

the desired number of push-ups.

Scoring: Record the number of correctly completed push-ups.

 SCALE MALE FEMALE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory

5 > 47 > 30 VERY GOOD
and need to continue as it is.

Good –Satisfactory but there is

4 35-47 22-30 GOOD
still room for improvement.

Average -Not dis-satisfactory

3 19-34 11-21 AVERAGE but there are skills that needs
to improve.

Poor –Unsatisfactory and

2 10 TO 18 7-10 POOR
needs to improve.

Very Poor – Very unsatisfactory

1 4 TO 10 4-6 VERY POOR and significant change is urgent
for improvement.

Reference: Wood, R. (2006). Push up test. Topend Sports.

[Link]

MUSCULAR ENDURANCE

SIT UPS

Purpose: to measure the strength and endurance of the abdominal and hip flexor

muscles.

Starting Position: Lie on a carpeted or cushioned floor, knees bent at roughly right

angles and feet flat on the ground. Your hands should rest on your thighs. The feet

are not anchored.

Technique: Squeeze your stomach, flatten your back, and raise high enough to allow

your hands to slide along your thighs and touch the tops of your knees. Do not pull with

your neck or head, and keep your lower back on the ground. Then, return to the starting
position.
SCALE MALE FEMALE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory

5 > 49 > 43 VERY GOOD
and need to continue as it is.

Good –Satisfactory but there is

4 44-49 34-43 GOOD
still room for improvement.

Average -Not dis-satisfactory

3 39-43 33-36 AVERAGE but there are skills that needs
to improve.

Poor –Unsatisfactory and

2 35-38 24-32 POOR
needs to improve.

Very Poor – Very unsatisfactory

1 25-30 < 24 VERY POOR and significant change is urgent
for improvement.

Reference: Golding, L. A., Myers, C., & Sinning, W. (1989). Y’s way to physical fitness:
The complete guide to fitness testing and instruction. Human Kinetic

BODY COMPOSITION

BODY MASS INDEX

Purpose: to measure body composition. The higher the figure the more overweight you

are.

BMI is calculated by taking a person's weight and dividing by their height squared. The

standard is to use metric units. For instance, if your height is 1.82 meters, the divisor of

the calculation will be (1.82 * 1.82) = 3.3124. If your weight is 70.5 kilograms, then your

BMI is 21.3 (70.5 / 3.3124).

procedure: BMI is calculated from body mass (M) and height (H). BMI = M / (H x H),

where M = body mass in kilograms and H = height in meters. The higher the score
 usually indicating higher levels of body fat.

scoring: Generally, a BMI between 20 and 25 is considered normal weight for height,

and outside these values is either underweight or overweight.

This is the World Health Organization's (WHO) recommended body weight based on BMI values

for adults. It is used for both men and women, age 17 or older.

WEIGHT
SCALE DESCRIPTION QUALITATIVE
(Kg.)

Very Good- Highly satisfactory

5 <18 NORMAL/VERY GOOD
and need to continue as it is.

Good –Satisfactory but there is

4 < 17.0 UNDERWEIGHT/GOOD
still room for improvement.

Average -Not dis-satisfactory but

> 25.00-
3 29.99
OVERWEIGHT/AVERAGE there are skills that needs to
improve.

SEVERLY Poor –Unsatisfactory and needs

2 <16
UNDERWEIGHT/POOR to improve.

Very Poor – Very unsatisfactory

1 > 30.00 OBESE/VERY POOR and significant change is urgent
for improvement.

Reference: World Health Organization (WHO). (2010, May 6). A healthy lifestyle – WHO
[Link]://[Link]/europe/news-room/fact-sheets/item/a-healthy-
lifestyle---who-recommendations
FLEXIBILITY

SIT AND REACH

Purpose: The test is designed to measure the flexibility of your hamstrings and lower

back.

Equipment: ruler, step (optional; you could make your own sit-and-reach box if

interested)

Procedure: If you completed the home tests in the correct order, you will be well

prepared for the sit and reach test. Otherwise, go for a jog and stretch (see the warm-up

for testing). Remove your shoes and sit on a flat surface, legs extended in front of the

body, toes pointing up, feet slightly apart, with the soles of the feet against the base of

the step (if no step exists, any flat surface will suffice). Place the ruler on the ground

between your legs or at the top of the step. Place one hand on top of the other, then

reach slowly forward. At the point of your greatest reach, hold for a couple of seconds,

and measure how far you have reached. If you have trouble straightening your legs, get

a friend to help by holding the knees down flush with the ground.
 SCALE SCORE DESCRIPTION QUALITATIVE

Very Good- Highly satisfactory and

5 > 37 cm VERY GOOD
need to continue as it is.

Good –Satisfactory but there is still

4 33-37 cm GOOD
room for improvement.

Average -Not dis-satisfactory but

3 30-33 cm AVERAGE there are skills that needs to
improve.

Poor –Unsatisfactory and needs to

2 27-30 cm POOR
improve.

Very Poor – Very unsatisfactory and

1 <27 VERY POOR significant change is urgent for
improvement.

Reference: Wells, K. F., & Dillon, E. K. (1952). The sit and reach—A test of back and leg
flexibility. Research Quarterly. American Association for Health, Physical Education, and
Recreation, 23(1), 115–118. [Link]
PROGNOSIS:

SKILL RELATED FITNESS

RANGE INDICATORS

5 Very Good- Highly satisfactory and need

to continue as it is.

4 Good –Satisfactory but there is still room

for improvement.

3 Average -Not dis-satisfactory but there

are skills that needs to improve.

2 Poor –Unsatisfactory and needs to

HEALTH RELATED FITNESS improve.

RANGE
1 Very Poor – INDICATORS
Very unsatisfactory and
5 significant
Very Good- Highly change is urgent
satisfactory andfor
need to
improvement.
continue as it is.

4 Good –Satisfactory but there is still room

for improvement.

3 Average -Not dis-satisfactory but there are

skills that needs to improve.

2 Poor –Unsatisfactory and needs to

improve.

1 Very Poor – Very unsatisfactory and

significant change is urgent for
improvement.
Part III. PERCEIVED WELLNESS QUESTIONNAIRE

Choose the number that best describes you. Put a check ( / ) that
corresponds to your answer. Answer the following set of questions regarding
each dimension of wellness. Indicate how often you think the statements describe
you.
 Physical Health Rarely Most of the Always
Never Sometimes Time

1 2 3 4 5

1. I maintain a desirable weight.

2. I engage in vigorous
exercises such as brisk
walking.

3. I do exercises designed to
strengthen my muscles

and joints.

4. I warm up and cool down by

stretching before and after
vigorous

exercise.

5. I feel good about the

condition of my body.

6. I get 7-8 hours of sleep each

night.

7. My immune system is strong

and I am able to

avoid most infectious diseases.

8. My body heals itself

quickly when I get sick or
injured.

9. I have lots of energy and

can get through the day
without being overly

tired.

10. I listen to my body; when

there is something wrong, I
seek professional

advice.
 Social Health Rarely Most of the Always
Never Sometimes Time

1 Never 2 3 Sometime 4 5
Emotional Health Rarely s Most of the Always
Time
1. When I meet people, I
feel good about the

impression I make on them. 1 2 3 4 5

2. I am open, honest, and get

along well with other people.
1. I find it easy to laugh about
things that happen
3. I participate in a wide variety
in my life.
of social activities and enjoy
being with people who are
[Link]
I avoid using alcohol as a
means of helping me forget
than my [Link].

4. I try to [Link] "better person"

can express my
and workfeelings
on behaviors that
without feeling
have caused problems in my
silly.
interactions with others.

4. When I am angry, I try to

5. I get along well with
let others knowthe
in non-
members of family.
confrontational and non-

hurtful ways.
6. I am a good listener.

5. I am a chronic worrier.
7. I am open and accessible to a
loving
6. I recognize when I am
and responsible
stressed and take steps to relax
relationship. through exercise,

8. I have someone I can

quiet time, talk activities.
or other
to about my private feelings.

9. I consider thegood
7. I feel feelings
aboutofmyself and
others andbelieve
do not others
act in like me
hurtful or selfish ways.
for who I am.

10. I consider how what I

8. When
say, might I am upset, I talk to
be perceived
others and actively try to work
through my

problems.

9. I am flexible and adapt or

adjust to change in a
positive way.

10. My friends regard me as a

stable, emotionally

well-adjusted person.
 Never Someti
Environmental Health Rarely mes Most of the Always
Time

1 2 3 4 5

1. I spend time outdoors

enjoying nature.

2.I reduce, reuse and

recycle products.

3.I try to lessen my

environmental impact

4. I walk, bike, use public

transportation or carpool
when possible.

5.I am concerned about

impacts on my local,
national and world
climate.

6.I have a space to call

my own.

7. I feel comfortable in the

space I occupy.

8. I feel content in my
environments (class,
home, work, etc.).

9.I shop locally.

10.I participate in campus

events that help my
community (food drives,
fundraisers, etc.).
 Never Someti
Intellectual Health Rarely mes Most of the Always
Time

1 2 3 4 5

1. I tend to act impulsively

without thinking about

the consequences.

2. I learn from my
mistakes and try to act

differently the next time.

3. I follow directions or
recommended guidelines
and act in ways likely to
keep others and myself
safe.

4. I consider the
alternatives before

5. I am alert and ready to

respond to life's challenges
in ways that reflect thought
and sound

judgment.

6. I tend to let my
emotions get the better of
me and I act without
thinking.

7. I actively try to learn all

I reasonably can about an
issue before making
decisions.

8. I manage my time
well, rather than time

managing me.

9. My friends and family

trust my judgment.

10. I think about my self-

talk (the things I tell myself)
and then examine the real
evidence for my

perceptions and feelings.

PROGNOSIS :

SCALE DESCRIPTION

Very Good– You are

consistently practicing healthy
5- ALWAYS VERY GOOD
habits that significantly shaped
your wellness.

Good – You are generally

practicing healthy habits but
4- MOST OF THE TIME GOOD
there are opportunities to
further enhance your well-
being.

Average - You are practicing

healthy habits but not
3- SOMETIMES AVERAGE
consistent which significantly
shaped your wellness.

Poor – Its important to

consider making some healthy
2- RARELY POOR
behavior changes to improve
your overall wellness.

Very Poor – You have to make

immediate adjustments in your
1- NEVER VERY POOR
lifestyle to improve your well-
being.
 APPENDIX E.
SUMMARY OF VALIDATION
 APPENDIX F.
RAW DATA

A. PHYSICAL FITNESS SCORES

1. BEED DEPARTMENT

MALE FEMALE - BPED

N Mean SD N Mean SD
SIT AND 42 3.81 1.383 SIT AND 48 3.27 1.581
REACH REACH
PUSH UP 42 2.55 0.968 PUSH UP 48 2.06 0.861
SIT UPS 42 2 1.012 SIT UPS 48 1.73 0.792
BEEPTEST 42 1.88 1.347 BEEPTEST 48 1.81 1.315
MALE
BMI 42 4.79 0.682 FEMALE
BMI 48 4.71 0.544
ILLINOIS
PHYSICALFITNESS 42N 4.56
Mean 1.008
SD ILLINOIS
PHYSICALFITNESS 48
N 3.2
Mean SD0.897
PAPER 42 2.12 1.485 PAPER 48 2.27 1.66
JUGGLING
SIT AND REACH 43 4.53 0.909 JUGGLING
SIT AND REACH 48 3.9 1.295
50 METER 42 2.71 1.33 50 METER 48 3.44 1.583
PUSH UP
RUN 43 2.51 0.96 PUSH
RUN UP 48 2.35 0.812
STORK 41 3.34 1.334 STROK 48 3.02 1.422
SIT UPS 43 1.33 0.969 SIT UPS 48 1.08 0.279
SARGENT 42 2.55 1.273 SARGENT 48 2.23 1.225
BEEPTEST
RULER 42 43 2.33
4.1 1.672
0.906 BEEPTEST
RULER 4848 1.65
3.88 1.313
1.16
DROP DROP
BMI 43 4.67 0.68 BMI 48 4.75 0.736
2. BSED DEPARTMENT
ILLINOIS 43 3.56 0.791 ILLINOIS 48 3.33 1.263

PAPER JUGGLING 43 1.81 1.314 PAPER JUGGLING 48 1.56 1.165

50 METER RUN 43 3 1.543 50 METER RUN 48 3.1 1.75

STORK 43 3.79 1.226 STROK 48 3.27 1.41

SARGENT 43 3.28 1.436 SARGENT 48 2.04 1.254

RULER DROP 43 4.33 0.837 RULER DROP 48 4.08 0.919

1. BPED DEPARTMENT

MALE FEMALE

PHYSICALFITNESS N Mean SD N Mean SD

SIT AND REACH 24 4.62 0.565 SIT AND 24 4.5 0.59

REACH
PUSH UP 24 2.5 0.59 PUSH UP 24 2.41 0.654
SIT UPS 24 3.23 0.847 SIT UPS 24 2.86 0.612
BEEPTEST 24 2.79 0.721 BEEPTEST 24 1.87 1.116
BMI 24 4.75 0.532 BMI 24 4.75 0.676
ILLINOIS 24 2.29 0.55 ILLINOIS 24 2.16 0.868
PAPER JUGGLING 24 1.96 1.334 PAPER 24 1.5 0.885
JUGGLING
50 METER RUN 24 4.33 1.049 50 METER 24 2.71 0.751
RUN
STORK 24 3.21 0.977 STORK 24 2.67 1.341
SARGENT 24 2.67 0.963 SARGENT 24 2.33 0.917
RULER DROP 24 4 0.978 RULER 24 4.17 0.963
DROP

B. WELLNESS SCORES

1. BACHELOR OF ELEMENTARY EDUCATION

INTELLECTUAL INTELLECTUAL
HEALTH N Mean SD HEALTH N Mean SD
(MALE) (FEMALE)

Q1 42 2.62 1.011 Q1 48 2.63 1.064

Q2 42 2.98 0.897 Q2 48 3.21 0.967

Q3 42 2.62 1.011 Q3 48 2.63 1.064

Q4 42 3.12 1.017 Q4 48 3.31 0.829

Q5 41 2.46 0.745 Q5 48 2.27 0.644

Q6 41 2.46 0.745 Q6 48 2.27 0.644

Q7 42 2.76 1.078 Q7 48 2.63 1.064

Q8 42 2.5 1.018 Q8 48 2.54 0.798

Q9 42 2.5 1.018 Q9 48 2.54 0.798

Q10 42 2.86 1.002 Q10 48 3.17 0.859

SOCIALHEALTH SOCIALHEALTH
N Mean SD N Mean SD
(MALE) (FEMALE)

Q1 42 3.83 1.124 Q1 48 3.67 1.243

Q2 42 3.14 0.926 Q2 48 3.13 0.841

Q3 42 3.83 1.124 Q3 48 3.67 1.243

Q4 42 3.31 0.78 Q4 48 3.4 0.844

Q5 42 3.36 0.879 Q5 48 3.27 0.962

Q6 42 3.55 0.772 Q6 48 3.63 0.815

Q7 42 3.33 0.846 Q7 48 3.35 0.956

EMOTIONAL
Q8 42 3.07 1.177 EMOTIONAL
Q8 48 3.08 1.217
HEALTH N Mean SD HEALTH N Mean SD
Q9
MALE 42 3.45 0.705 Q9
FEMALE 48 3.54 0.651

Q10
Q1 42 42 3.333.33 0.786
0.816 Q10
Q1 48 48 3 3.38 0.789
0.923

Q2 42 2.9 1.185 Q2 48 3.46 1.071

Q3 42 2.95 0.936 Q3 48 2.5 0.715

Q4 42 3.45 1.017 Q4 48 2.5 0.715

Q5 42 3.79 1.138 Q5 48 2.71 0.988

Q6 42 2.55 0.705 Q6 48 2.54 0.874

Q7 42 2.95 0.936 Q7 48 2.5 0.715

Q8 42 2.95 0.936 Q8 48 2.5 0.715

Q9 42 3.1 0.906 Q9 48 3.25 0.911

Q10 42 3.02 0.975 Q10 48 2.67 0.93

 ENVIRONMENTAL ENVIRONMENTAL
N Mean SD N Mean SD
HEALTH MALE HEALTH FEMALE

Q1 42 3.98 1.24 Q1 48 4.19 1.27

Q2 42 3.98 1.24 Q2 48 4.17 1.26

Q3 42 4.17 1.1 Q3 48 4.04 1.18

Q4 42 3.98 1.24 Q4 48 4.17 1.26

Q5 42 3.98 1.24 Q5 48 4.13 1.3

Q6 42 3.98 1.24 Q6 48 4.17 1.26

Q7 42 3.98 1.24 Q7 48 4.19 1.27

Q8 42 3.98 1.24 Q8 48 4.19 1.27

Q9 42 3.98 1.24 Q9 48 4.19 1.27

PHYSICAL PHYSICAL
HEALTHQ10 N 42 Mean 3.98 SD1.24 HEALTHQ10 N 48 Mean 4.19 SD1.27
MALE FEMALE

Q1 42 2.64 0.791 Q1 48 2.46 0.743

Q2 42 2.57 0.966 Q2 48 2.1 0.831

Q3 42 2.55 0.832 Q3 48 2.17 0.808

Q4 42 2.6 0.964 Q4 48 2.65 1.082

Q5 42 2.6 0.964 Q5 48 2.65 1.082

Q6 42 2.57 0.966 Q6 48 2.1 0.831

Q7 42 2.55 0.832 Q7 48 2.17 0.808

Q8 42 2.6 0.964 Q8 48 2.65 1.082

Q9 42 2.6 0.964 Q9 48 2.65 1.082

Q10 42 2.88 0.861 Q10 48 3.19 0.982

2. BACHELOR OF SECONDARY EDUCATION

INTELLECTUAL
INTELLECTUAL
N Mean SD HEALTH N Mean SD
HEALTH (MALE)
(FEMALE)

Q1 43 3.79 1.264 Q1 48 3.6 1.333

Q2 43 3.23 0.841 Q2 48 3.17 0.907

Q3 43 3.79 1.264 Q3 48 3.6 1.333

Q4 43 4 0.816 Q4 48 3.73 1.005

Q5 43 2.4 1.072 Q5 48 2.54 0.898

Q6 43 2.4 1.072 Q6 48 2.54 0.898

Q7 43 3.88 1.179 Q7 48 3.9 1.189

Q8 43 2.51 0.883 Q8 48 2.44 1.029

Q9 43 2.51 0.883 Q9 48 2.44 1.029

Q10 43 3.3 0.86 Q10 48 3.3 1.061

SOCIALHEALTH SOCIALHEALTH
N Mean SD N Mean SD
(MALE) (FEMALE)

Q1 43 3.91 0.895 Q1 48 4.17 0.907

Q2 43 3.05 0.999 Q2 48 2.98 1
Q3 43 3.91 0.895 Q3 48 4.17 0.907
Q4 43 3.4 0.877 Q4 48 3.27 0.939
Q5 43 3.53 0.909 Q5 48 3.13 0.959
Q6 43 3.58 0.957 Q6 48 3.25 0.911
Q7 43 3.26 1.136 Q7 48 3.1 1.077
Q8 43 3.79 0.888 Q8 48 4.13 0.489
Q9 43 3.42 0.906 Q9 48 3.33 0.907
Q10 43 4.16 1.045 Q10 48 3.63 1.265
 EMOTIONAL
EMOTIONAL
N Mean SD HEALTH N Mean SD
HEALTH MALE
FEMALE
Q1 43 3.28 0.984 Q1 48 3.08 1.028
Q2 43 3.6 1.05 Q2 48 3.69 1.095
Q3 43 4.05 1.09 Q3 48 3.88 1.196
Q4 43 4.05 1.022 Q4 48 4.33 1.038
Q5 43 4.05 1.022 Q5 48 4.33 1.038
Q6 43 2.56 0.854 Q6 48 2.88 0.815
Q7 43 4.14 1.082 Q7 48 4.13 1.123
Q8 43 4.05 1.09 Q8 48 3.88 1.196
Q9 43 3.35 0.923 Q9 48 3.29 0.944
Q10 43 4.21 1.059 Q10 48 3.88 1.196

ENVIRONMENTAL ENVIRONMENTAL
N Mean SD N Mean SD
HEALTH MALE HEALTH FEMALE

Q1 43 3.07 1.22 Q1 48 3.56 1.27

Q2 43 3.07 1.22 Q2 48 3.56 1.27
 Q3 43 3.07 1.22 Q3 48 3.56 1.27
Q4 43 3.63 1.22 Q4 48 3.67 1.02
Q5 43 3.63 1.22 Q5 48 3.67 1.02
Q6 43 3.63 1.22 Q6 48 3.67 1.02
Q7 43 3.07 1.22 Q7 48 3.56 1.27
Q8 43 3.63 1.22 Q8 48 3.67 1.02
Q9 43 3.63 1.22 Q9 48 3.67 1.02
Q10 43 3.63 1.22 Q10 48 3.67 1.02

PHYSICAL PHYSICAL
HEALTH N Mean SD HEALTH N Mean SD
MALE FEMALE
Q1 43 2.6 1.05 Q1 48 2.67 1.23
Q2 43 2.53 0.882 Q2 48 2.5 1.05
Q3 43 3.51 1.437 Q3 48 3.19 1.62

Q4 43 3.79 1.319 Q4 48 3.46 1.37

Q5 43 3.79 1.319 Q5 48 3.46 1.37
Q6 43 2.53 0.882 Q6 48 2.5 1.05
Q7 43 3.51 1.437 Q7 48 3.19 1.62
Q8 43 3.79 1.319 Q8 48 3.46 1.37
Q9 43 3.79 1.319 Q9 48 3.46 1.37
Q10 43 3.14 1.457 Q10 48 3.52 1.29

3. BACHELOR OF PHYSICAL EDUCATION

 INTELLECTUAL
INTELLECTUAL
N Mean SD HEALTH N Mean SD
HEALTH (MALE)
(FEMALE)

Q1 24 4.79 0.415 Q1 24 4.75 0.532

Q2 24 3 0.417 Q2 24 2.83 0.482

Q3 24 4.79 0.415 Q3 24 4.75 0.532

Q4 24 4.21 0.721 Q4 24 4.46 0.658

Q5 24 2.54 0.779 Q5 24 2.04 0.69

Q6 24 2.54 0.779 Q6 24 2.04 0.69

Q7 24 4.79 0.415 Q7 24 4.71 0.55

Q8 24 2.83 0.917 Q8 24 2.42 0.881

SOCIALHEALTH
Q9 24 2.71 0.908 SOCIALHEALTH
Q9 24 2.42 0.881
N Mean SD N Mean SD
(MALE) (FEMALE)
Q10 24 3.33 0.816 Q10 24 3 0.885
Q1 24 4.08 1.316 Q1 24 3.92 1.1

Q2 24 2.96 0.908 Q2 24 3.04 0.908

Q3 24 4.08 1.316 Q3 24 3.92 1.1

Q4 24 3.46 1.021 Q4 24 3.42 0.83

Q5 24 4.33 1.007 Q5 24 4.21 0.833

Q6 24 4 1.063 Q6 24 3.96 0.955

Q7 24 3.13 1.035 Q7 24 3.08 1.1

Q8 24 3.83 1.239 Q8 24 4.13 0.797

Q9 24 3.25 0.794 Q9 24 3.08 0.83

Q10 24 4.13 1.076 Q10 24 4.83 0.482

EMOTIONAL
EMOTIONAL
N Mean SD HEALTH N Mean SD
HEALTH MALE
FEMALE

Q1 24 2.96 1.083 Q1 24 3.08 0.83

Q2 24 3.13 1.154 Q2 24 3.04 1.042

Q3 24 3.83 1.09 Q3 24 4.42 0.83

Q4 24 3.96 1.122 Q4 24 4.38 0.824

Q5 24 3.96 1.122 Q5 24 4.38 0.824

Q6 24 2.67 1.129 Q6 24 2.29 0.69

Q7 24 4.13 0.947 Q7 24 4.42 0.83

Q8 24 3.83 1.09 Q8 24 4.42 0.83

Q9 24 2.54 1.062 Q9 24 2.58 0.881

Q10 24 4 1.103 Q10 24 4.42 0.83

 ENVIRONMENTAL ENVIRONMENTAL
N Mean SD N Mean SD
HEALTH MALE HEALTH FEMALE

Q1 24 4.38 1.096 Q1 24 5 0

Q2 24 4.17 1.167 Q2 24 4.25 0.897

Q3 24 3.46 1.382 Q3 24 3.83 1.274

Q4 24 3.96 0.955 Q4 24 4.25 0.676

Q5 24 3.92 0.974 Q5 24 4.25 0.737

Q6 24 3.92 0.974 Q6 24 4.25 0.737

Q7 24 4.17 1.167 Q7 24 4.25 0.897

Q8 24 3.92 0.974 Q8 24 4.25 0.737

PHYSICAL PHYSICAL
HEALTHQ9 N 24 Mean 3.71 SD0.955 HEALTHQ9 N 24 Mean 3.5 SD0.722
MALE FEMALE
Q1 Q10 24 24 3.92
4.38 0.974
1.096 Q1 Q10 24 24 4.25
5 0.7370
Q2 24 2.46 0.884 Q2 24 2.04 0.69
Q3 24 4.58 0.504 Q3 24 4.46 0.884
Q4 24 4.21 0.977 Q4 24 4.67 0.637
Q5 24 4.21 0.977 Q5 24 4.67 0.637
Q6 24 2.46 0.884 Q6 24 2.04 0.69
Q7 24 4.58 0.504 Q7 24 4.46 0.884
Q8 24 4.21 0.977 Q8 24 4.67 0.637
Q9 24 4.21 0.977 Q9 24 4.67 0.637
Q10 24 3.83 1.007 Q10 24 3.54 1.215

Summary Table of Perceived Level of Wellness of BEED students in Terms of

Intellectual Health, Social Health, Emotional Health, Environmental Health and Physical
 Health among Sex and Department.

A. Summary Scores of Intellectual Health Scores of Female and Male.

INDICATORS FEMALE MALE

INDICATORS FEMALE MALE
Intellectual Health MEAN SD Interpretation MEAN SD Interpretation
Social Health MEAN SD Interpretation MEAN SD Interpretation
B. 1. I tend to act impulsively 2.63 1.06 POOR 2.62 0.10 POOR
without thinking
1. When I about
meet the
Summary INDICATORS 3.67 1.06
FEMALE AVERAGE 3.18 1.12
MALE AVERAGE
people,consequences.
I feel good about
the impression I make on
Scores of Emotional them. Health MEAN 0.96
SD AVERAGE
Interpretation 2.98
MEAN 0.89 Interpretation
SD
2. I learn from my 3.21 POOR
2. mistakes I amand try honest,
open, to act and 1.24 AVERAGE 3.14 0.92
Social getdifferently
along wellthe withnext time.
other people.
1. I find it easy to laugh about 3.13
3 0.92 AVERAGE 3.33 0.81 AVERAGE
AVERAGE
things that
3. happen
I follow in my life.
directions or 1.06 POOR 2.62 1.01
Health recommended guidelines and act 2.63 0.84 AVERAGE 3.83 1.12 POOR
[Link] likely to keep others
I participate and
in a wide
Scores of 3.67 AVERAGE
variety ofmyself
social safe.
activities and
2. I 4.
enjoy beingusing
avoid I consider
with people the
alcoholwhoas aare 3.31 0.82
1.07 AVERAGE
AVERAGE 3.12
2.9 1.01
1.18 AVERAGE
Female and alternatives
means different
of helpingbefore
thanme making
[Link] 3.46 POOR
mydecisions.
problems.
AVERAGE
Male 5.4. I am
I tryalert and
to be ready to
a "better 2.27
3.40 0.64
1.24 POOR
respond
person"
3. I cantoexpress
and life's
workchallenges
on in
mybehavior 2.5 0.71 POOR 2.95 0.74 AVERAGE
0.78 POOR
2.46
3.31 POOR
ways
that thatwithout
have
feelings reflect feeling
caused thought
problemsand
in 0.93
sound
[Link].
my interactions with others.

5. I get along well with the 2.27 0.64 POOR

[Link] of my
I tend to family.
let my 3.27 0.96 AVERAGE POOR
. 4. When get
emotions I amtheangry,
better I try to
of me 0.74
0.87
let others know thinking.
in non- 2.46
3.36 1.01 AVERAGE
and I act without 2.5 0.71 POOR 3.45 AVERAGE
confrontational and non-
7.6. Ihurtful
I am aways.
actively good
try tolistener.
learn all I 3.63
2.63 0.81
1.06 AVERAGE
POOR 2.76 1.07
reasonably can about an issue AVERAGE
POOR
before making decisions. 0.77
5. I am a chronic worrier. 3.55
2.71
2.54 0.98
0.79 POOR
POOR 3.79
8. I manage my time 3.35 0.95 AVERAGE 2.5
3.33 1.13
0.84 AVERAGE
POOR
well,
7. rather than
I am timeand
open 1.01 AVERAGE
managing
accessible to ame.
loving and
responsible
6. I recognize relationship.
when I am 2.54 0.87 POOR 2.55 POOR
9. My friends and family 2.54 0.78 POOR 2.5 1.01 POOR
stressed and take steps to relax 0.70
8. trust my judgment.
I have someone I can
through exercise, quiet time, or 3.08 1.21 AVERAGE 3.07 1.17
talk to about
other myactivities.
private feelings. AVERAGE
10. I think about my self- 3.17 0.85 AVERAGE POOR
talk (the things I tell myself) and 2.5 0.71 POOR 2.95 0.93
1.00
7. I feel good about myself and 2.86
9.
then I consider
examine the the
real feelings
evidence 3.54 0.65 AVERAGE 3.45 0.70 POOR
AVERAGE
believe
for of others
myothers like
and doand
perceptions me for
not act who
in I
feelings.
am. ways.
hurtful or selfish
2.72
2.5 0.71 POOR
POOR 2.68
2.95 0.93 POOR
8. WhenI Iconsider
10. am upset,howI talk
whatto POOR
others andbeactively try to
3.38 0.78 AVERAGE AVERAGE
I say, might perceived by 0.78
work through
others myI speak.
before problems. 3.33

9. I am flexible and adapt or 3.25

3.41 0.91 AVERAGE
AVERAGE 3.1
3.42 0.90 AVERAGE
AVERAGE
adjust to change in a
positive way.

10. My friends regard me as a 2.67 0.93 POOR 3.02 AVERAGE

stable, emotionally well- 0.97
adjusted person.

2.76 AVERAGE 3.09 AVERAGE

C. Summary Scores of Intellectual Health Scores of Female and Male.
 INDICATORS FEMALE MALE

D. Physical Health MEAN SD Interpretation MEAN SD Interpretation

1. I maintain a desirable
Summary weight. 2.46 0.74 POOR 2.64 0.79 POOR
Scores of

Physical 2. I engage in vigorous 2.57 0.96

exercises such as brisk 2.1 0.83 POOR POOR
Health walking.
INDICATORS FEMALE MALE
Scores of 2.55 0.83
Environmental Health
3. I do exercises designed MEAN
2.17 SD
0.80 Interpretation
POOR MEAN SD Interpretation
POOR
[Link] myoutdoors
I spend time muscles
Female and and joints.
enjoying nature. 4.19 1.27 GOOD 3.98 1.24 AVERAGE
Male.
4. I warm up and cool 2.65 1.08 POOR
down by stretching before 2.6 0.96 POOR
2.I reduce, reuse
and after and recycle
vigorous 3.98 1.24
E.
products.
exercise. 4.17 1.26 GOOD AVERAGE
Summary
[Link]
I feel good about
to lessen my the 4.17 1.1
condition ofimpact
environmental my body. 2.65
4.04 1.08
1.18 POOR
GOOD GOOD
Scores of 2.6 0.96 POOR
6. I get 7-8 hours of sleep 2.1 0.83 POOR
each night. POOR
4. I walk, bike, use public 4.17 1.26 GOOD 0.96
2.57
transportation or carpool 3.98 1.24 AVERAGE
when possible. 2.17 0.80 POOR 2.55 0.83
7. My immune system is POOR
[Link]
am concerned
and I am about
able to
impacts on my local, 4.13 1.3 GOOD
avoid
national andmost infectious
world climate. 1.24
3.98 AVERAGE
diseases.
4.17 1.26 GOOD
6.I 8. My a
have body heals
space itself
to call 2.65 1.08 POOR 2.6 0.96
AVERAGE
quicklymywhen
own.I get sick or 1.24 POOR
injured. 3.98
4.19
2.65 1.27
1.08 GOOD
POOR 3.98
2.6 1.24
0.96 POOR
7. I feel comfortable in the AVERAGE
9. I have lots of energy
space I occupy.
and can get through the
day without being overly
tired.

10. I listen to my body; when 4.19 1.27 GOOD 3.98 1.24

8. I feel content in my AVERAGE
there is something wrong, I 3.19 0.98 AVERAGE POOR
environments (class,
seek professional advice. 2.88 0.86
home, work, etc.).
2.61
4.19 1.27 AVERAGE
GOOD 2.61
3.98 1.24 POOR
AVERAGE
9.I shop locally.

10.I participate in campus

events that help my 4.19 1.27 GOOD AVERAGE
community (food drives, 3.98 1.24
fundraisers, etc.).

4.16 0.15 GOOD 4.00 AVERAGE

 Environment Health Scores of Female and Male.

Summary Table of Perceived Level of Wellness of BSED students in Terms of

Intellectual Health, Social Health, Emotional Health, Environmental Health and Physical

Health among Sex and Department.

A.
INDICATORS FEMALE MALE
Summary NDICATORS FEMALE
Emotional Health MEAN SD Interpretation MEAN SD MALE
Interpretation
INDICATORS FEMALE MALE
Scores of Interpretation
Intellectual Health MEAN SD MEAN SD Interpretation
1. I find
Social it easy to laugh about
Health 3.6
MEAN 1.33 Interpretation
SD AVERAGE 3.79
MEAN SD1.26Interpretation
AVERAGE
Intellectual 1.I things
tend tothat
acthappen in mywithout
impulsively life. 3.08 1.02 3.28 0.98
4.17 0.90 AVERAGE 3.91 0.89 AVERAGE
thinking
11. about
When I meet the GOOD AVERAGE
Health consequences.
people, I feel good about
the impression I make on
2. I avoidthem. 3.17
3.69 0.90
1.09 AVERAGE
AVERAGE 3.23
3.6 0.84
1.05
Scores of 2.
using alcohol as a
I learn from my
means of helping me forget AVERAGE
AVERAGE
12. mistakes I my and try
amproblems.
open, to act and
honest, 2.98 1 POOR 3.05 0.99
Female and differently
get along the next
well with othertime.
people. AVERAGE
3. follow directions or 3.6 1.33 AVERAGE 3.79 1.26
Male. 3. I can express my
recommended guidelines and act AVERAGE GOOD
feelings without feeling 4.17 0.90 GOOD 3.91 0.89 AVERAGE
in ways likely
13. to keepinothers
I participate a wideand 3.88 1.19 4.05 1.09
silly. AVERAGE
myselfactivities
variety of social safe. and
B. 4.
enjoy being withI consider
people who the are 3.73 1.00 AVERAGE 4 0.81 GOOD
alternatives
different than beforeme. making
4. When I decisions.
am angry, I try to GOOD
Summary 3.27 0.93 AVERAGE 3.4
let others know in non- 2.54
4.33 0.89
1.03 2.4 0.87
4.05 1.07
1.02 GOOD
14.
5. confrontational
I Iam
try alert
to beand non-
a "better
and ready to POOR
Scores of person"
respond hurtful
and to work ways.
life's on behaviorin
challenges AVERAGE
that have caused POOR
ways that reflectproblems
thought and in
Social my interactions with others.
sound judgment.
5. I am a chronic worrier. GOOD
15. I get along well with the 3.13
2.54
4.33 0.95
0.89
1.03 POOR 3.53
2.4 0.90
4.05 1.07
1.02
Health membersI tend of mytofamily. GOOD
6. let my AVERAGE POOR
emotions get the better of me AVERAGE
Scores of and I act without thinking.
6. I recognize when I am POOR POOR
stressedIIand
16. am takea goodsteps to relax
listener. 2.88
3.25 0.81
0.91 AVERAGE 2.56
3.58 0.85
7. actively try to learn all I 3.9 1.18 AVERAGE 3.88 0.95
1.17
Female and through exercise,
reasonably can aboutquietan time,
issueor
AVERAGE
other activities. AVERAGE
before making decisions.
Male. 2.44
4.13 1.02
1.12 POOR
GOOD 2.51 1.08
4.14 0.88
8. I manage my time 3.1 1.07 AVERAGE 3.26 1.13 POOR
7. I feel good about myself and GOOD
well, rather
17. than
I amlike
open time
believe others me andfor who I AVERAGE
managing
accessible toam. me. and
a loving
responsible relationship.
9. My friends and family 2.44 1.02 POOR 2.51 1.09
0.88 POOR
18. trust my someone
I have judgment.I can 3.88 1.19 AVERAGE 4.05
8. When I am upset, I talk to 4.13 0.48 GOOD 3.79 0.88 GOOD
talk to about my private feelings. AVERAGE
others and actively try to
work
10. through
I think aboutmy myproblems.
self- talk (the AVERAGE AVERAGE
things I tell myself) and then 3.3 1.06 3.3 0.86
9. I am flexible
19.
examine Ithe realand
consider adapt
the
evidence or
feelings
for my 3.29
3.33 0.94
0.90 AVERAGE
AVERAGE 3.35 0.90
3.42 0.92 AVERAGE
AVERAGE
adjust
others to
ofperceptions andchange
do not in a
act
and [Link]
positive
hurtful [Link].
or selfish
3.12
3.88
3.63 1.19
1.26 AVERAGE 3.18 1.04
4.21
4.16 1.05 AVERAGE
10. My Ifriends
20. regard
consider how me as a
what AVERAGE
AVERAGE GOOD
AVERAGE
I say,stable,
mightemotionally
be perceivedwell-
by
othersadjusted
before Iperson.
speak.

3.73
3.51 AVERAGE
AVERAGE 3.73
3.60 AVERAGE
AVERAGE
C. Summary Scores of Emotional Health Scores of Female and Male.
 INDICATORS FEMALE MALE

Environmental Health MEAN SD Interpretation MEAN SD Interpretation

1. I spend time outdoors 3.56 1.27 3.07 1.22
enjoying nature. AVERAGE AVERAGE

2.I reduce, reuse and recycle 3.56 1.27 3.07 1.22

products. AVERAGE AVERAGE

3.I try to lessen my 3.56 1.27 3.07 1.22

environmental impact AVERAGE AVERAGE

3.67 1.02 3.63 1.22

4. I walk, bike, use public AVERAGE
transportation or carpool AVERAGE
when possible.

5.I am concerned about 3.67 1.02 3.63 1.22

impacts on my local, AVERAGE
national and world climate. AVERAGE
3.67 1.02 AVERAGE 3.63 1.22
6.I have a space to call AVERAGE
my own.

3.56 1.27 AVERAGE 3.07 1.22

7. I feel comfortable in the AVERAGE
space I occupy.

3.67 1.02 AVERAGE 3.63 1.22

8. I feel content in my AVERAGE
environments (class,
home, work, etc.).

3.67 1.02 AVERAGE 3.63 1.22 AVERAGE

9.I shop locally.

10.I participate in campus 3.67 1.02 AVERAGE 3.63 1.22

events that help my AVERAGE
community (food drives,
fundraisers, etc.).

3.62 AVERAGE 3.40 AVERAGE

D. Summary Scores of Environmental Health Scores of Female and Male.

 INDICATORS FEMALE MALE

Physical Health MEAN SD Interpretation MEAN SD Interpretation

1. I maintain a desirable 2.67 1.23 2.6 1.05
weight. POOR POOR

2. I engage in vigorous 2.5 1.05 2.53 0.88

exercises such as brisk POOR POOR
walking.

3.19 1.62 3.51 1.43

3. I do exercises designed AVERAGE AVERAGE
to strengthen my muscles
and joints.

3.46 1.37 3.79 1.31

4. I warm up and cool AVERAGE
down by stretching before AVERAGE
and after vigorous
exercise.

5. I feel good about the 3.46 1.37 3.79 1.31

condition of my body. AVERAGE
AVERAGE
6. I get 7-8 hours of sleep 2.5 1.05 POOR 2.53 0.88
each night. POOR

3.19 1.62 AVERAGE 3.51 1.43

7. My immune system is AVERAGE
strong and I am able to
avoid most infectious
diseases.

8. My body heals itself 3.46 1.37 AVERAGE 3.79 1.31

quickly when I get sick or AVERAGE
injured.

3.46 1.37 AVERAGE 3.79 1.31 AVERAGE

9. I have lots of energy
and can get through the
day without being overly
tired.

10. I listen to my body; when 3.52 1.29 3.14 1.45

there is something wrong, I AVERAGE POOR
seek professional advice.

3.14 AVERAGE 2.61 POOR

E. Summary Scores of Physical Health Scores of Female and Male.

Summary Table of Perceived Level of Wellness of BPED students in Terms of

Intellectual Health, Social Health, Emotional Health, Environmental Health and Physical

Health among Sex and Department.

NDICATORS FEMALE MALE

Intellectual Health MEAN SD Interpretation MEAN SD Interpretation

1.I tend to act impulsively without AVERAGE AVERAGE

thinking about the 4.75 0.53 4.79 0.41
consequences.

2.83 0.48 AVERAGE 3 0.41

2. I learn from my AVERAGE
mistakes and try to act
differently the next time.

3. follow directions or 4.75 0.53 AVERAGE 4.79 0.41

recommended guidelines and act AVERAGE
in ways likely to keep others and
myself safe.
4. I consider the 4.46 0.65 AVERAGE 4.21 0.72 GOOD
alternatives before making
decisions.

5. I am alert and ready to POOR

respond to life's challenges in 2.04 0.69 2.54 0.77 POOR
ways that reflect thought and
sound judgment.

2.04 0.69 POOR 2.54 0.77

6. I tend to let my emotions get POOR
the better of me and I act
without thinking.

7. I actively try to learn all I 4.71 0.55 AVERAGE 4.79 0.41

reasonably can about an issue AVERAGE
before making decisions.
2.42 0.88 POOR 2.83 0.91
8. I manage my time well, POOR
rather than time managing
me.

9. My friends and family 2.42 0.88 POOR 2.71 0.90 POOR

trust my judgment.
3 0.88 3.33 0.81
10. I think about my self- talk (the AVERAGE AVERAGE
things I tell myself) and then
examine the real evidence for my
perceptions and feelings.

3.34 AVERAGE 3.55 AVERAGE

A. Summary Scores of Intellectual Health Scores of Female and Male.

 B.
INDICATORS FEMALE MALE
Summary
Social Health MEAN SD Interpretation MEAN SD Interpretation
Scores of
1. When I meet AVERAGE GOOD
Social people, I feel good about 3.92 1.1 4.08 1.31
the impression I make on
them.
Health
2. I am open, honest, and
get along well with other people. AVERAGE POOR
Scores of
INDICATORS 3.04 0.90
FEMALE 2.96 0.90
MALE
Female and
MEAN SD Interpretation MEAN SD Interpretation
3. Emotional
I participateHealth
in a wide AVERAGE GOOD
Male. variety of social activities and 3.92 1.10 4.08 1.31
enjoy being with people who are
1. I find it easy
different to laugh
than me. about AVERAGE POOR
things that happen in my life. 3.08 0.83 2.96 1.08
4. I try to be a "better AVERAGE AVERAGE
person" and work on behavior 3.42 0.83 3.46 1.02
that have caused problems in
2. I avoid using alcohol as a
my interactions with others.
3.04 1.04 AVERAGE 3.13 1.15
means of helping me forget AVERAGE
5. I my
get problems.
along well with the 4.21 0.83 GOOD 4.33 1.00 GOOD
members of my family.

6. 3. I can express
I am a goodmy
listener. 3.96 0.95 GOOD
AVERAGE 4 1.06 AVERAGE
GOOD
feelings without feeling 4.42 0.83 3.83 1.09
silly.
3.08 1.1 AVERAGE 3.13 1.03 AVERAGE
7. I am open and
accessible to a loving and
[Link]
When I amrelationship.
angry, I try to GOOD
let others know in non- 4.38 0.82 3.96 1.12
8. confrontational
I have someone I can AVERAGE
and non- 4.13 0.79 GOOD 3.83 1.23 AVERAGE
talk to about my private
hurtful ways. feelings.

9. I consider the feelings 4.38

3.08 0.82
0.83 AVERAGE 3.96
3.25 1.12
0.79 AVERAGE
of 5. I am and
others a chronic
do notworrier.
act in GOOD
hurtful or selfish ways. AVERAGE

10. I consider how what 2.29 0.69 2.67 1.12

GOOD GOOD
I say,[Link]
I recognize when Iby
be perceived am
4.83 0.48 POOR 4.13 1.07 POOR
stressed and take steps
others before I speak. to relax
through exercise, quiet time, or
other activities. 3.75 AVERAGE 3.72 AVERAGE
4.42 0.83 GOOD 4.13 0.94
7. I feel good about myself and GOOD
believe others like me for who I
am.

4.42 0.83 GOOD 3.83 1.09 AVERAGE

8. When I am upset, I talk to
others and actively try to
work through my problems.

9. I am flexible and adapt or 2.58 0.88 POOR 2.54 1.06 POOR

adjust to change in a
positive way.

10. My friends regard me as a GOOD GOOD

stable, emotionally well- 4.42 0.83 4 1.10
adjusted person.

3.74 AVERAGE 3.50 AVERAGE

 INDICATORS FEMALE MALE

Environmental Health MEAN SD Interpretation MEAN SD Interpretation

1. I spend time outdoors 5 0 4.38 1.09
enjoying nature. VERY GOOD
GOOD
C.

Summary 2.I reduce, reuse and recycle 4.25 0.89 4.17 1.16
products. GOOD GOOD
Scores of
3.I try to lessen my 3.83 1.27 3.46 1.38
Emotional environmental impact AVERAGE AVERAGE

Health
4.25 0.67 3.96 0.95
Scores of 4. I walk, bike, use public GOOD
transportation or carpool AVERAGE
Female and when possible.

Male. 5.I am concerned about 4.25 0.73 3.92 0.97

impacts on my local, GOOD
national and world climate. AVERAGE
4.25 0.73 GOOD 3.92 0.97
6.I have a space to call AVERAGE
my own.

4.25 0.89 GOOD 4.17 1.16

7. I feel comfortable in the GOOD
space I occupy.

4.25 0.73 GOOD 3.92 0.97

8. I feel content in my AVERAGE
environments (class,
home, work, etc.).

3.5 0.72 AVERAGE 3.71 0.95 AVERAGE

9.I shop locally.

10.I participate in campus 4.25 0.73 GOOD 3.92 0.97

events that help my AVERAGE
community (food drives,
fundraisers, etc.).

4.02 GOOD 3.95 AVERAGE

D. Summary Scores of Environmental Health Scores of Female and Male.
 INDICATORS FEMALE MALE

Physical Health MEAN SD Interpretation MEAN SD Interpretation

1. I maintain a desirable 5 0 4.38 1.09
weight. POOR POOR

2. I engage in vigorous 2.04 0.69 2.46 0.88

exercises such as brisk POOR POOR
walking.

4.46 0.88 4.58 0.50

3. I do exercises designed AVERAGE AVERAGE
to strengthen my muscles
and joints.

4.67 0.63 4.21 0.97

4. I warm up and cool AVERAGE
down by stretching before AVERAGE
and after vigorous
exercise.

5. I feel good about the 4.67 0.63 4.21 0.97

condition of my body. AVERAGE
AVERAGE
6. I get 7-8 hours of sleep 2.04 0.69 POOR 2.46 0.88
each night. POOR

4.46 0.88 AVERAGE 4.58 0.50

7. My immune system is AVERAGE
strong and I am able to
avoid most infectious
diseases.

8. My body heals itself 4.67 0.63 AVERAGE 4.21 0.97

quickly when I get sick or AVERAGE
injured.

4.67 0.63 AVERAGE 4.21 0.97 AVERAGE

9. I have lots of energy
and can get through the
day without being overly
tired.

10. I listen to my body; when 3.54 1.21 3.83 1.00

there is something wrong, I AVERAGE POOR
seek professional advice.

4.02 GOOD 3.91 AVERAGE

E. Summary Scores of Physical Health Scores of Female and Male.

C. Z TEST

z-Test: Two Sample for Means

PHYSICAL FITNESS OVERALL WELLNESS

PROGNOSIS PROGNOSIS
Mean 3.181009174 3.422018349
Known Variance 0.208624 0.36502
Observations 109 109
Hypothesized Mean Difference 0
z -3.32219864
P(Z<=z) one-tail 0.000446555
z Critical one-tail 1.644853627
P(Z<=z) two-tail 0.000893111
z Critical two-tail 1.959963985

z-Test: Two Sample for Means

PHYSICAL
FITNESS OVERALL WELLNESS
PROGNOSIS PROGNOSIS
Mean 2.882916667 3.408333333
Known Variance 0.208624 0.36502
Observations 120 120
Hypothesized Mean Difference 0
z -7.599293885
P(Z<=z) one-tail 1.4877E-14
z Critical one-tail 1.644853627
P(Z<=z) two-tail 2.9754E-14
z Critical two-tail 1.959963985

z-Test: Two Sample for Means

z-Test: Two Sample for Means
PHYSICAL
PHYSICAL
FITNESS
FITNESS OVERALL
OVERALLWELLNESS
WELLNESS
PROGNOSIS
PROGNOSIS PROGNOSIS
PROGNOSIS
Mean
Mean 3.014505495
2.995666667 3.494505495
3.377777778
Known
Known Variance
Variance 0.208624
0.208624 0.36502
0.36502
Observations
Observations 91
90 91
90
Hypothesized
Hypothesized MeanMean Difference
Difference 00
zz -6.045618049
-4.786187337
P(Z<=z)
P(Z<=z) one-tail
one-tail 7.44192E-10
8.49897E-07
zz Critical
Critical one-tail
one-tail 1.644853627
1.644853627
P(Z<=z)
P(Z<=z) two-tail
two-tail 1.48838E-09
1.69979E-06
zz Critical
Critical two-tail
two-tail 1.959963985
1.959963985
z-Test: Two Sample for Means

PHYSICAL FITNESS OVERALL WELLNESS

PROGNOSIS PROGNOSIS
Mean 3.098958333 3.333333333
Known Variance 0.208624 0.36502
Observations 48 48
Hypothesized Mean Difference 0
z -2.143930368
P(Z<=z) one-tail 0.016019233
z Critical one-tail 1.644853627
P(Z<=z) two-tail 0.032038466
z Critical two-tail 1.959963985
 Normality Test (Shapiro-Wilk)

D. W p SPEA

RMAN RHO
physical fitness 0.993 0.343

Note. A low p-value suggests a violation of the assumption of

normality
 Homogeneity of Variances Test (Levene's)

F df df2 p

physical fitness 0.0262 1 229 0.872

Independent Samples T-Test

Note. A low p-value suggests a violation of the assumption of equal
variances Statistic p Effect Size

Rank biserial
wellness Mann-Whitney U 6505 0.936 -0.00535
correlation

Note. Hₐ μ1 2

Since Shapiro-Wilk’s p-value<0.05, thus we used Mann-Whitney U-test

Normality Test (Shapiro-Wilk)

W p

wellness
Homogeneity 0.739
of Variances Test (Levene's) <.001

F a violationdfof the assumption

Note. A low p-value suggests df2 of p
normality
wellness 0.229 1 229 0.633

Note. A low p-value suggests a violation of the assumption of equal

variances
 `APPENDIX G.
CERTFICATE OF EXEMPTION
 APPENDIX H.

STATISTICIAN CERTIFICATION
 APPENDIX I.

DOCUMENTATION
 APPENDIX J.
INFORMED CONSENT FORMS

Name of the Researcher: Athea Garlet and Krissa Ivy Navarez

Institution: Mindanao State University- General Santos City

INFORMATION SHEET: This is a written Consent Form must be signed at the beginning
of the interview/survey.

Part I. INTRODUCTION

You are invited to participate in a research study conducted by Athea Garlet and Krissa
Ivy Navarez, at the Mindanao State University, because you fit the inclusion criteria for
informants of our study.
Your participation is completely voluntary. Please read the information below, and ask
questions about anything you do not understand, before deciding whether to participate.
Please take as much time as you need to read the consent form. You may also decide
to discuss participation with your family or friends.
If you decide to participate, you will be asked to sign this form. You will be given a copy
of this form.

PURPOSE OF THE STUDY

This study aims to focus on the Physical Fitness and Perceived Wellness among
the first year education students in PATHFIT 1 of Mindanao State University-General
Santos City.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate by performing
and answering the physical fitness test and survey questionnaire which you can finish in
less than 1 hour and 30 minutes.

POTENTIAL RISKS AND DISCOMFORTS

You may feel discomfort during the performing of physical fitness test because of the
exercises. You may opt not to perform and answer the questions which make you feel
any physical, psychological or emotional distress or you can withdraw as a participant of
the study if you feel that you cannot discuss the information that is asked of you. The
researchers value your participation and will place your welfare as their highest priority
during the study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY

This study can generate relevant information which can be useful to school
administrators and respondents. The results, discussions, and findings from this study
can spark evidence-based information which can be used by the Physical Education
Teachers.
This research can contribute to the few and scanty studies on development researchers
can benefit from this research as a way of providing them ideas for their future research
endeavors.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. Any
identifiable information obtained in connection with this study will remain confidential,
except if necessary to protect your rights or welfare. This certificate means that the
researcher can resist the release of information about your participation to people who
are not connected with the study. When the results of the research are published or
discussed in conferences, no identifiable information will be used.

PARTICIPATION AND WITHDRAWAL

Your participation is voluntary. Your refusal to participate will involve no penalty or loss
of benefits to which you are otherwise entitled. You may withdraw your consent at any
time and discontinue
participation without penalty. You are not waiving any legal claims, rights or remedies
because of your participation in this research study.

INVESTIGATOR’S CONTACT INFORMATION

If you have any questions or concerns about the research, please feel free to contact
the researcher at the Mindanao State University - College of Education, Barangay
 Fatima, General Santos City through mobile phone number 09639348026/09268162138
or through email at
[Link]@[Link]/[Link]@[Link]; or if you need
to see him/her, he/she can be located at the Zone 2 Block 2, Fatima, General Santos
City.

RIGHTS OF RESEARCH PARTICIPANT

If you have questions, concerns, or complaints about your right as a research
participant or the research in general and are unable to contact the research team, or if
you want to talk to someone independent of the research team, please contact Mr.
Paolo M. Tagaloguin, M.S., Ethics Chairperson, through the institutional email,
ierc@[Link].

PART II. CERTIFICATE OF CONSENT

I have read the information provided above. I have been given a chance to ask

questions.

My questions have been answered to my satisfaction. Thus:

I have been given a copy of this form

I fully understand the nature and purpose of this research/study. I give my voluntary

consent to participate in this research/study.

I give my consent to the researcher to record the related activities.

I can stop participating in the study at any time, for any reason without penalty.

If I have questions about the research in general or about my role in the study, I can

freely ask the researcher about my concerns.

Signature above Printed Name of Participant Date Signed (MM/D/Yr

Part III: To be accomplished by the Researcher Obtaining Consent

I have explained the research to the participant and answered all of his/her

questions. I believe that he/she understands the information described in this

document and freely consents to participate.

Name of Person Obtaining Consent Date Signed

PARENT’S CONSENT

I/We hereby willingly and voluntarily give consent to the participation of my/our

son/daughter in the Physical Fitness Test of the study conducted by Athea Garlet and

Krissa Ivy Navarez. I/We have considered the benefits that my son or daughter will

derive from his/her participation in this activity provided that due care, diligence and

necessary precautions will be observed to ensure his/her health and safety. Further,

I/We authorize the personnel of Department of Physical Education to collect, process,

retain, and dispose of personal information of the above-mentioned student in

accordance with the Data Privacy Act of 2012.

Signature of Father Over Printed Name

 Signature of Mother Over Printed

Name and Signature of Guardian over Printed Name

(Relationship with the Student

CURRICULUM VITAE
CURRICULUM VITAE