Physical Fitness and Enjoyment of Physical Activity Among University Students: Implications for Sustainable Physical Activity Participation

Promoting sustained engagement in physical activity among university students presents a persistent challenge for higher education institutions and public health systems worldwide. While enjoyment is widely acknowledged as a crucial psychological driver for ongoing participation, the influence of individual physical fitness levels on this enjoyment has remained an underexplored area. A recent study sheds new light on this relationship, revealing a significant link between higher physical fitness and greater enjoyment of physical activity among university students, with crucial implications for the design of effective physical education programs.

The research, conducted at Xi’an University of Architecture and Technology, investigated the affective experiences of students with markedly different fitness levels. Utilizing an extreme-group design, researchers compared the physical activity enjoyment of students in the top 15% of national fitness standards against those in the bottom 15%. The findings indicate a substantial disparity, with the high-fitness group reporting significantly higher levels of enjoyment compared to their low-fitness peers. This discovery underscores the importance of physical fitness not merely as a marker of health but as a potential modulator of the very experience of physical activity itself.

Background: The Growing Concern Over Student Fitness and Engagement

In recent years, a concerning trend of declining physical fitness among university students has been observed globally, including in China. This decline is often attributed to shifts in lifestyle, increased sedentary behavior, and academic pressures. Recognizing that physical activity is fundamental to both physical and mental well-being, as well as holistic talent cultivation, higher education institutions are increasingly prioritizing initiatives to foster lifelong healthy habits. However, the effectiveness of these initiatives is often hampered by low participation rates and waning motivation.

Physical activity enjoyment has emerged as a critical factor in overcoming these barriers. According to Self-Determination Theory, enjoyment is intrinsically linked to intrinsic motivation, which fuels voluntary and persistent engagement. When students find physical activity pleasurable, they are more likely to integrate it into their routines and maintain participation over the long term, thereby contributing to sustainable healthy behaviors.

While much research has focused on external factors influencing enjoyment – such as the type of activity, teaching styles, and social environments – the role of the individual’s physical capabilities has received less attention. It is theoretically plausible that individuals with higher physical fitness may experience exercise with less strain, greater perceived competence, and thus, greater enjoyment. Conversely, those with lower fitness might encounter more fatigue and discomfort, potentially diminishing their positive affective responses. This study sought to empirically test this hypothesis within a university setting.

Methodology: A Clear Contrast in Fitness

To rigorously investigate the relationship between physical fitness and enjoyment, the researchers employed an extreme-group design. This approach was chosen to maximize the differentiation between fitness levels, thereby enhancing the clarity of observed differences.

The study involved 80 undergraduate students from Xi’an University of Architecture and Technology. Participants were selected based on their scores from the National Student Physical Fitness Standards assessment administered in April 2025. The high-fitness group comprised the top 15% of students, while the low-fitness group consisted of the bottom 15%. To control for potential confounding variables, these two groups were carefully matched for age and gender, ensuring a 1:1 male-to-female ratio and similar average ages (20.3 years for the high-fitness group and 20.5 years for the low-fitness group).

Physical fitness was assessed using a comprehensive battery of tests aligned with the National Student Physical Fitness Standards. These included measures of body composition (BMI), physiological function (vital capacity), cardiorespiratory endurance (1,000m run for males, 800m for females), muscular strength (standing long jump), muscular endurance (pull-ups for males, sit-ups for females), flexibility (sit-and-reach), and speed (50m sprint). The overall physical fitness score was calculated as a weighted sum of these components, with a maximum possible score of 120. The high-fitness group achieved an average score of 89.95, while the low-fitness group scored an average of 61.77, confirming a substantial difference in fitness levels.

Physical activity enjoyment was measured using the Physical Activity Enjoyment Scale (PACES). This widely validated instrument assesses participants’ affective responses to physical activity. The Chinese version of the PACES, adapted and validated for this study, demonstrated strong internal consistency (Cronbach’s α = 0.93). Participants rated their enjoyment on a 7-point Likert scale after a routine 50-minute moderate-intensity physical education class, ensuring their recent experiences were salient.

Data analysis involved independent-samples t-tests to compare PACES scores between the high- and low-fitness groups, with significance set at p < 0.05. Effect sizes were calculated using Cohen’s d to quantify the magnitude of the observed differences.

Results: A Significant Divide in Enjoyment

The study’s findings revealed a statistically significant and practically meaningful difference in physical activity enjoyment between the two fitness groups. The high-fitness group reported a mean PACES score of 103.45 (SD = 17.80), while the low-fitness group reported a mean score of 77.68 (SD = 19.31). This difference of over 25 points represents a substantial gap in reported enjoyment.

The independent-samples t-test confirmed this disparity, yielding a highly significant result: t(78) = 6.22, p < 0.001. The 95% confidence interval for the mean difference ranged from 17.54 to 34.06, further underscoring the robustness of the finding.

Crucially, the effect size analysis indicated a large effect size, with Cohen’s d = 1.39. This value suggests that the difference in enjoyment between the high- and low-fitness groups is substantial, meaning that physical fitness level is a strong predictor of how much enjoyment a university student derives from physical activity. A Cohen’s d of 1.39 indicates that the average high-fitness student enjoys physical activity more than approximately 91% of the low-fitness students.

The descriptive statistics for the various fitness components, presented in Table 1, clearly illustrate the performance differences between the groups across all measured aspects of physical health, from BMI and vital capacity to speed and endurance. This confirms the validity of the extreme-group classification.

Discussion: Fitness as a Gateway to Enjoyment

The results of this study strongly suggest that physical fitness plays a significant role in shaping the enjoyment of physical activity among university students. This finding aligns with theoretical frameworks, particularly self-determination theory, which posits that perceived competence is a fundamental psychological need that, when met, fosters intrinsic motivation and enjoyment. Students with higher fitness levels may experience a greater sense of mastery and efficacy during physical tasks, leading to more positive affective responses. Conversely, individuals with lower fitness might struggle with physical demands, leading to frustration or a lack of perceived success, thereby diminishing enjoyment.

These findings extend previous research by directly comparing enjoyment levels across objectively defined fitness groups within a university context. While prior studies have often examined enjoyment as a predictor of fitness or behavior, this study reverses the perspective, showing how fitness might influence the experiential quality of exercise. The large effect size observed is particularly noteworthy, indicating that fitness is not a minor factor but a significant determinant of how students feel about physical activity.

However, the study’s cross-sectional design limits the ability to establish causality. It is possible that students who inherently enjoy physical activity are more likely to engage in it regularly, leading to higher fitness levels. This suggests a potential bidirectional relationship, where fitness enhances enjoyment, and enjoyment motivates further physical activity, leading to improved fitness. This cyclical relationship is a key consideration for developing sustainable engagement strategies.

Limitations and Future Directions

Despite its valuable contributions, the study has several limitations. The sample was drawn from a single university, which may limit the generalizability of the findings to other institutions or student populations. The extreme-group design, while effective for highlighting differences, can amplify effect sizes and may not accurately reflect the experiences of students in the middle range of fitness. Furthermore, the cross-sectional nature of the research precludes definitive causal conclusions. Future research employing longitudinal designs and interventions would be beneficial. For instance, interventions aimed at improving fitness in low-fitness students could assess whether subsequent improvements in enjoyment and participation occur. Similarly, enjoyment-focused interventions could explore their impact on fitness development.

The reliance on self-report measures for enjoyment, while standard practice, is subject to potential biases. Future studies could incorporate objective measures of affective responses or physiological indicators of enjoyment. Additionally, the study focused on standardized fitness components; exploring how other aspects of physical health, such as functional movement or psychological resilience, might influence enjoyment could offer further insights.

Implications for Sustainable Physical Education

The findings carry significant implications for the design and delivery of physical education programs in higher education, particularly concerning the goal of fostering sustainable physical activity participation.

Reframing Value Orientation: Physical education should move beyond a sole focus on athletic performance and instead emphasize the cultivation of positive and enduring experiences. Recognizing that students possess diverse fitness levels is crucial. Rather than viewing lower fitness as a deficit, it should be understood as a different starting point for engagement.

Fitness-Adaptive Instruction: To cater to the wide spectrum of student fitness, programs must adopt adaptive instructional strategies. This includes:

• Differentiated Pathways: Offering tiered activities and learning objectives that allow students to progress at their own pace and achieve success regardless of their initial fitness level.
• Expanded Activity Choices: Moving beyond traditional competitive sports to include a broader range of activities that appeal to different interests and skill sets, such as dance, yoga, outdoor recreation, and fitness classes tailored to various levels.
• Progress-Oriented Evaluation: Shifting evaluation methods to focus on individual progress, effort, and participation rather than solely on absolute performance benchmarks. This can reduce anxiety for lower-fitness students and maintain engagement for higher-fitness students.
• Supportive Climate: Fostering a classroom environment that encourages peer support, minimizes social comparison, and emphasizes personal growth and enjoyment.

Promoting Long-Term Engagement: The ultimate aim of physical education in higher education should be to equip students with the knowledge, skills, and motivation to maintain an active lifestyle throughout their lives. By prioritizing enjoyment and perceived competence, institutions can build a foundation for sustained physical activity participation, contributing to the overall health and well-being of their student population.

Conclusion: Fitness as a Foundation for Enjoyment and Lifelong Activity

This study provides compelling evidence that physical fitness is a significant factor associated with how much university students enjoy physical activity. The substantial difference in enjoyment reported by high-fitness versus low-fitness students underscores the need for tailored approaches in physical education. By enhancing physical fitness and implementing fitness-adaptive programs, higher education institutions can play a vital role in fostering greater enjoyment and promoting sustainable physical activity participation, ultimately contributing to the long-term health and well-being of their students. The path towards sustainable physical activity engagement in university settings is paved with positive experiences, and physical fitness appears to be a key ingredient in cultivating that enjoyment.