The Impact of Developing Academic Achievement in GEN603 "Exercise in Daily Life" on the Physical Fitness and Knowledge of Psychology Students, Utilizing an Active Learning Instructional Model

Abstract

This research aimed to study and compare the knowledge and physical fitness of psychology students at Kasem Bundit University in the GEN 603 course "Exercise in Daily Life" before and after instruction.

The sample consisted of 60 psychology students, including 40 females (66.67%) and 20 males (33.33%). The teaching method employed active learning approaches that emphasized student participation, self-directed learning, group work, and designing exercise programs.

Research findings revealed:

Knowledge aspect: Post-instruction exercise knowledge scores (M = 23.39, S.D. = 1.659) were significantly higher than pre-instruction scores (M = 13.06, S.D. = 1.862) at the 0.05 statistical significance level. Physical fitness aspect: Male students: Post-instruction physical fitness improved from 3 items meeting normal criteria to 4 items, particularly the chair stand test (60 seconds), which developed from a low to moderate level. Female students: Improved from low levels in all categories (except body mass index, which remained in the overweight category) to moderate levels in all 4 items: sit-and-reach test, grip strength, chair stand test (60 seconds), and 3-minute step test.

The physical fitness improvements resulted from the university's environment that facilitated exercise, practical-oriented teaching methods, and encouragement for students to engage in physical activities for at least 30 minutes daily. The research findings align with World Health Organization guidelines and related research on developing physical fitness through regular exercise.