The Role of Physical Activities in Enhancing the Academic Performance of University Athletes in Selected Universities in Lusaka District, Zambia

Physical activity is increasingly recognised as an important component of student development because its potential benefits extend beyond physical fitness to cognitive functioning, psychological well-being, academic productivity and the management of competing university responsibilities. This article presents findings from a study that assessed the role of physical activities in enhancing the academic performance and holistic development of university athletes in selected universities in Lusaka District, Zambia. The study adopted a descriptive survey design and a mixed-methods approach. A total of 160 valid questionnaire responses were obtained, comprising 140 student athletes, 12 Physical Education and Sport (PES) lecturers and 8 university administrators, while interviews were conducted with 12 PES lecturers from six selected higher learning institutions. Quantitative data were analysed using SPSS version 29 and Microsoft Excel, while qualitative data were analysed thematically. The findings showed a positive, moderate and statistically significant association between frequency of physical activity and academic performance among student athletes (Spearman’s ρ = .426, p < .001, n = 140). Cognitive-function measures also produced a significantly positive mean response (M = 4.17, SD = 0.63; t(139) = 21.95, p < .001). In relation to psychological well-being, participation in physical activity for managing academic stress and anxiety was moderately and significantly associated with psychological readiness for examinations and coursework (ρ = .512, p = .001). In addition, frequency and intensity of physical activity jointly explained 45.2% of the variation in academic productivity and study balance (R² = .452). The findings indicate that structured physical activity can form a meaningful component of the academic experience of university athletes, particularly when supported by appropriate scheduling, academic monitoring and institutional support. The article recommends coordinated dual-career support, structured exercise programmes and balanced training schedules within higher education institutions

Academic performance; physical activity; university athletes

1. Abdullahi, Y., & Bello, A. (2021). Infrastructural challenges and the academic experience of student-athletes in Nigerian universities. Nigerian Journal of Sports Science and Education, 8(2), 45–58. [Google Scholar] [Crossref]

2. Addo, P., & Nyarko, S. (2022). Physical activity, sleep quality, and academic alertness among university students in Ghana. Journal of Adolescent Health and Wellness, 6(1), 22–36. [Google Scholar] [Crossref]

3. Adeyeye, J. O., & Mohammed, S. (2023). Institutional support systems and academic success: A comparative study of student-athletes in two Nigerian federal universities. African Journal of Educational Management, 15(3), 101–116. [Google Scholar] [Crossref]

4. Agyekum, B., & Boateng, R. (2020). A comparative analysis of academic performance and time management skills between athlete and non-athlete students at the University of Cape Coast. Ghana Journal of Education and Sports, 12(1), 67–82. [Google Scholar] [Crossref]

5. Ahmed, S., Khan, R., & Mahmood, A. (2024). Physical activity, psychological well-being and academic engagement among university students. BMC Psychology, 12(1), 214. [Google Scholar] [Crossref]

6. Akinola, B. O., & Adeyemo, C. W. (2020). Self-discipline and goal-setting as transferable skills from sports to academics among Nigerian university athletes. Journal of Human Kinetics and Sports Research, 5(2), 39–54. [Google Scholar] [Crossref]

7. Alghadir, A. H., Gabr, S. A., & Iqbal, Z. A. (2020). Physical activity, mental health and academic performance among university students. International Journal of Environmental Research and Public Health, 17(24), 9336. [Google Scholar] [Crossref]

8. Babbie, E. (2021). The practice of social research (15th ed.). Cengage Learning. [Google Scholar] [Crossref]

9. Chen, L., Wang, Y., Zhang, H., & Liu, X. (2023). Neurogenesis and BDNF: The biological link between exercise and university GPA. Journal of Cognitive Neuroscience, 35(6), 1024–1038. [Google Scholar] [Crossref]

10. Chen, X., Zhang, Y., Liu, H., & Wang, J. (2023). Physical activity, cognitive function and academic performance among university students. BMC Public Health, 23(1), 1127. [Google Scholar] [Crossref]

11. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

12. Deci, E. L., & Ryan, R. M. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. [Google Scholar] [Crossref]

13. European Commission. (2024). EU guidelines on dual careers of athletes: Implementation in Italy. EU Sport Policy. [Google Scholar] [Crossref]

14. Ezeugwu, R. O., & Ede, M. O. (2019). Impact of regular moderate exercise on cognitive function and academic performance of university student-athletes in Enugu. Journal of Exercise Science and Physiotherapy, 15(2), 75–89. [Google Scholar] [Crossref]

15. Gould, D., & Whitley, M. A. (2019). Sources and consequences of athletic burnout among college athletes. Journal of Intercollegiate Sport, 12(3), 215–233. [Google Scholar] [Crossref]

16. Guidotti, F., & Capranica, L. (2019). Dual career of student-athletes: The Italian experience. Journal of Physical Education and Sport, 19(4), 2451–2458. [Google Scholar] [Crossref]

17. Hassevoort, K. M., Khan, N. A., Hillman, C. H., & Erickson, K. I. (2018). Cardiorespiratory fitness is associated with better white matter integrity in young adults. Frontiers in Human Neuroscience, 12, 1–10. [Google Scholar] [Crossref]

18. Johnson, T., Williams, K., & Brown, A. (2025). Physical activity participation and academic resilience among university student-athletes. Journal of American College Health, 10(5), 1112. [Google Scholar] [Crossref]

19. Kim, J., Park, S., & Lee, H. (2021). Exercise participation, mental health and academic achievement among university students. Healthcare, 9(10), 1345. [Google Scholar] [Crossref]

20. Lipošek, S., Planinšec, J., Leskošek, B., & Pajtler, A. (2018). Physical activity of university students and its relation to physical fitness and academic success. Annales Kinesiologiae, 9(2), 89–104. [Google Scholar] [Crossref]

21. López-Vicente, M., Torrent, M., Forns, J., & Sunyer, J. (2019). Physical activity and cognitive function in the digital age: A longitudinal study. BMC Public Health, 19, 1–12. [Google Scholar] [Crossref]

22. Lupo, C., Mosso, C. O., Guidotti, F., Cugliari, G., & Capranica, L. (2022). Motivation toward studies and sport in Italian student-athletes. Frontiers in Psychology, 13, 1–11. [Google Scholar] [Crossref]

23. Martínez, P., Gómez, D., & Ruiz, A. (2022). Physical fitness, executive functioning and academic achievement among higher education students. Frontiers in Education, 7, 915642. [Google Scholar] [Crossref]

24. Mazzoli, E., Koorts, H., Salmon, J., Pesce, C., & Lubans, D. R. (2023). Associations between physical activity, cognition and academic performance in young people: A systematic review and meta-analysis. Sports Medicine, 53(4), 847–870. [Google Scholar] [Crossref]

25. Mazzoli, E., Salmon, J., Teixeira, P. J., & Pesce, C. (2023). The relationship between physical activity, self-efficacy, and academic achievement in higher education. Psychology of Sport and Exercise, 65, 102350. [Google Scholar] [Crossref]

26. Mulenga, J. (2022). Perceptions of student-athlete academic engagement: A qualitative study at a Lusaka-based university. Zambian Journal of Educational Studies, 7(2), 55–69. [Google Scholar] [Crossref]

27. Phiri, S. (2019). Support systems for student-athletes in Zambian universities: A gap analysis (Unpublished master’s dissertation). University of Zambia. [Google Scholar] [Crossref]

28. Rosales-Ricardo, Y., & Cáceres-Manzano, V. (2024). Effects of physical exercise on academic performance in university students: A systematic review. Health Professions Education, 10(3). [Google Scholar] [Crossref]

29. Stillman, C. M., Cohen, J., Lehman, M. E., & Erickson, K. I. (2020). Physical activity effects on brain structure and function in young adults. Journal of Clinical Medicine, 9(9), 1–18. [Google Scholar] [Crossref]

30. Teuber, M., Leyhr, D., & Sudeck, G. (2024). Physical activity improves stress load, recovery, and academic performance-related parameters among university students: A longitudinal study on daily level. BMC Public Health, 24, 598. [Google Scholar] [Crossref]

• Information and Communication Technology Skills and Study Habits As Determinants of Everyday Digital Literacy
• A Review on Siddha Management of Hair Fall Using Quail Bone Ash and Sesame Oil
• Transformational Leadership of School Heads and Teachers in Parental Engagement Practices
• Digital Literacy as a Foundation for Remote Work Readiness in Africa: A Systematic Review
• Public Trust and Police Legitimacy: Community Perception of Law Enforcement Practices in Barangay Estefania, Bacolod City, Negros Occidental