Physical Activity Participation and Academic Stress of Senior High School Students in Philippine College of Criminology

Physical activity has been known for a long time as a key element of overall health, with widespread research pointing to its advantages in physical and mental well-being. The motivation for this study comes from real classroom experience in the Philippine College of Criminology high school department. Observations have been made that students attend and engage more in Physical Education (PE) classes than in other classes. PE is even the sole subject that students pass in some instances because they are meeting participation requirements. Such behaviors prompted inquiry into the possible advantages of physical activity outside of academic performance—i.e., its function in stress relief. Globally, the pressure of academic performance on students has been recognized as a significant stressor, especially among adolescents. According to the World Health Organization (2021), academic stress is one of the leading causes of mental health challenges in young people, with effects ranging from anxiety, depression, sleep disturbances, to reduced academic performance. Physical activity is widely acknowledged for its benefits in stress relief and overall well-being. Academic stress is a persistent issue among senior high school students, often resulting in mental health concerns and impaired academic performance. While international literature supports the connection between physical activity and reduced stress, limited local research exists that specifically examines this relationship among senior high school students in the Philippines. This study aimed to determine the relationship between physical activity participation and academic stress among senior high school students at the Philippine College of Criminology during the school year 2024–2025. A descriptive correlational research design was used. Data were gathered from 337 senior high school students using a validated survey questionnaire measuring physical activity participation (frequency, intensity, duration, type, and motivation) and academic stress (academic workload, time management, and personal/social factors). Statistical analyses included descriptive statistics, t-tests, ANOVA, and Pearson’s correlation. The key of findings, the majority of students engaged in moderate intensity physical activities, mostly through routine tasks. Academic stress levels were moderate to high, with academic workload and time management as the primary stressors. A significant inverse relationship was found between physical activity and academic stress. Intrinsic motivation was the strongest driver for student participation in physical activity. Findings support the development of school-based programs that incorporate physical activity to alleviate academic stress. The proposed Physical Activity for Academic Stress Reduction (PAASR) plan offers a student-centered, evidence-based intervention for enhancing academic performance and mental health.