Abstract:

The study and discussion of academic performance have long been prominent in the field of education, particularly in the university setting. Over time, the definition of academic performance has evolved, yet there is a common understanding among scholars. Academic performance represents the manifestation of knowledge acquired through the teaching and learning process. When evaluating students' academic performance, the focus is on assessing their learning outcomes. This evaluation involves a series of actions aimed at measuring students' acquired knowledge, developed skills, and obtained abilities. It encompasses gathering information or evidence regarding students' learning, applying quality criteria, and forming judgments about the value and merit of their educational achievements [1]. Therefore, it is crucial for educators to comprehend the factors that explain academic performance, as they can either enhance or hinder students' achievements. According to Tejedor [2], literature identifies five groups of explanatory factors: identification, psychological, academic, pedagogical, and socio-family factors, which can ultimately be categorized into two overarching factors: personal and social [3].
Physical activity is not separate from the educational development of young individuals. It should play a pivotal role in the university experience of every student, as it holds great significance for their educational endeavors and contributes to a high quality of life. The World Health Organization (WHO) has concluded that engaging in daily physical activity improves students' academic performance while also promoting their overall well-being. However, it is disconcerting to note that students typically allocate only a mere 5% of their time to physical activity. It is important to differentiate between physical activity and exercise, as they are not synonymous, although they complement each other. Exercise refers to planned, structured, and repetitive physical activity performed with the intention of improving or maintaining various components of physical fitness [4]. Physical exercises, as a planned activity, provides physiological, psychological, and social benefits to those who engage in it [5].
Considering this context, we observe that very little research has delved into analyzing the relationship between physical exercise practice and its effects on academic performance as an explanatory factor. This paper aims to explore this relationship, proposing a twofold objective. Firstly, to investigate the relationship between the actual practice of physical exercise among students and their perceived benefits on academic performance. Secondly, to delve into the effects of these perceived benefits as predictors of academic performance. To achieve our objectives, a sample of college students was collected. Correlation analysis and multinomial logistic regression were performed using SPSS v.26 software. Our results provide interesting insights into the practice of physical exercise as an explanatory factor of academic performance. Additionally, they offer valuable information for promoting its practice at the university level.

Keywords:

Academic performance, university education, physical exercise, perceived benefits.