Abstract
This study investigates the influence of cardiovascular exercise engagement and cognitive constructs on the academic performance of freshmen students in Physical Education. A total of 338 first-year college students were selected using proportionate stratified sampling to ensure representation across academic programs. Data were collected through a validated researcher-made questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression. The results revealed that students had a moderately high level of engagement in cardiovascular exercises, with aerobic exercises (M = 3.49, SD = 0.857) slightly higher than anaerobic exercises (M = 3.21, SD = 0.941). Cognitive constructs such as decision-making (M = 3.77, SD = 0.829) and memory systems (M = 3.55, SD = 0.813) were rated high, while overall student performance in Physical Education was outstanding (M = 1.38, SD = 0.37). Pearson correlation analysis showed a significant relationship between decision-making and performance (r = -0.107, p = 0.049), while other variables showed no significant correlation. Multiple regression analysis identified language processing abilities as a significant predictor of performance in Physical Education (β = 0.142, p = 0.034), accounting for 3% of the variance (R² = 0.030, F = 1.72, p = 0.114). These findings suggest that while physical activity supports overall well-being, language-related cognitive skills have a more direct impact on academic performance in PE. These findings suggest that while physical activity supports overall well-being, language-related cognitive skills have a more direct impact on academic performance in PE.
