EFFECT OF PHYSICAL EDUCATION ON MENTAL HEALTH AND WELL-BEING OF STUDENTS OF COLLEGE OF EDUCATION TECHNICAL MOPA

TOPIC IS SUITABLE FOR:
1-Department of Psychology
2-Department of Health Education
3-Department of Physical and Health Education
4-Department of Educational Psychology

TOPIC: EFFECT OF PHYSICAL EDUCATION ON MENTAL HEALTH AND WELL-BEING OF STUDENTS OF COLLEGE OF EDUCATION TECHNICAL MOPA

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypotheses
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction  
5.2 Summary .
5.3 Conclusion
5.4 Recommendations  
5.5 Limitation of the Study
5.6 Suggestions for further studies 
References
Appendix

ABSTRACT
This study explored the impact of Physical Education on Mental Health and Well-being of College of Education Technical, Mopa, with specific objectives to determine the impact of regular participation in physical education activities on stress and anxiety reduction, to assess how physical education programme impacts mood improvement and depression reduction, to determine the effect of physical activity on sleep quality and patterns in students. The study adopted a quantitative descriptive survey design, and the population was 30,000 undergraduate students admitted in College of Education Technical, Mopa. Based on the Taro Yamane formula, a sample size of 395 students was calculated and 375 questioned subjects were validated and analysed. The sample technique used was stratified random sampling to ensure sufficient coverage with regard to sex, age and academic levels. Data was gathered using a structured questionnaire based on a 4-point Likert scale divided into items on demographic questions and questions for measuring stress, anxiety, mood, depression, social well-being, and sleep quality. Mean and standard deviation were used to analyse the data for research questions, Pearson correlation was used for hypothesis testing. Results: The participation in physical education led to a significant reduction in the level of stress and anxiety (r = 0.62, p < 0.05), improvement in mood and reduction in symptoms of depression (r = 0.58, p < 0.05), improvement in social well-being (r = 0.55, p < 0.05) and positive effect on sleep quality and patterns (r = 0.60, p < 0.05). All the null hypotheses were rejected, confirming a good relationship between physical education and measures of mental health and well-being. Based on these findings, the study suggested that physical education be included in the academic curriculum, institutions should offer better facilities and professional teachers to facilitate physical activity, and policymakers should link physical education and student mental health service for full personality development in Nigerian colleges of education.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Education has long been considered as an anchor for individual and societal development, being the conduit for intellectual capacity building, value formation, and endowments that enable learners to deal with complex situations in life. Except for knowledge acquisition, education also cultivates critical thinking ability, social integration ability, and adaptive ability, which should be considered as part of individual and human development. According to Adeyemi et al (2021), education forms the foundation on which sustainable progress of societies is built, and cultural norms, ethics and knowledge are transmitted from one generation to the next. Similarly, Nwachukwu and Ibrahim (2022) are of the opinion that transformative power of education does not only refer to academic knowledge capabilities but also refers to the ability of education to empower learners to effectively interface with the environment. This holistic position reflects the width of education.
Physical education sits in a unique position within the broader education sector, both as an academic discipline and field of experience. Physical education is more than just a systematic programme of physical activity; it is the integration of movement, play, and sport into a curriculum of education with the aim to promote physical literacy and the development of the whole person. According to Olatunji and Musa (2023), one of the several benefits of physical education is that it provides learners with opportunities to learn motor skills, self-discipline, teamwork, and teaches habits of active living all through life. Similarly, Bello and Ajayi (2021) have stated that it is a medium through which the learners realize the need for interdependency of the physical health and mental vitality. Thus physical education is not just physical activity, but also resilience, self-efficacy and the development of cognitive and emotional competences in learners in the formal schooling context.
Using this as a basis, the impact that physical education has on mental health and wellbeing has become a popular topic of research, particularly in higher education settings. Exercise is commonly known to decrease mental stress and to increase psychological strength. Adepoju et al. (2022) report that physical education students who are frequently engaged in PE programmes have low scores in anxiety, stress, and depressive symptoms. To further substantiate this, Yakubu and Chinedu (2023) also note that physical education plays an important role in emotional management, mood stability, and general well-being across students. Therefore, it can be concluded that, in addition to physical fitness, the participation in physical education is an important factor for psychological stability and mental health in learning institutions.
Another major part of this discourse is the role of physical education in reducing perceived levels of stress and anxiety for students. Stress and anxiety are common in the classroom and structured physical activity has been proven to mitigate their effects. Eze and Abdullahi (2021) also found out that physical exercise done regularly can lead to the release of endorphins-which, as you already know, combats stress and brings about relaxation. Similarly, Ogunlade and Ibrahim (2022) reported that physical activity in the educational setting is a protective factor against the negative impact of academic and social stress via emotional homeostasis. As a result, physical education becomes an active process for students to reduce stress and gain successful coping strategies.
Also worth noting is the impact of PE on mood enhancement and depression symptom reduction - increasingly recognised as playing a part in the enhancement of students' quality of life. According to Afolabi and Oladimeji (2021), participating in sports and exercise intervention effectively modifies the neurotransmitters, resulting in mood state enhancement and also reducing the effects of depression. Furthermore, Danjuma and Bello (2022) state that physical activity helps develop a sense of accomplishment and self-worth, which is the opposite of the pattern of thoughts that characterises the experience of depression. Taken together, these findings suggest that physical education has a therapeutic and preventative role in the emotional health of students studying tertiary institutions.
Along with its effects on individual emotions, physical education also helps to enhance social wellbeing. Group-based physical learning activities promote working together, caring for one another, and a sense of group identity among students. For instance, Chukwuma and Sule (2020) have pointed out that physical education leads to opportunities for meaningful social interaction that encourages peer networks and eliminates isolation. In this regard, Yakubu and Eze (2021) believe that the communal aspect of team sports builds belongingness and enhances social integration of students in the educational environment. Interpersonal skills: through these interactions, physical education promotes interpersonal skills which will transfer beyond the physical education classroom and prepare learners for working together in society.
In addition, physical activity has been strongly associated with sleep quality and sleep pattern regulation among young adults. Adeyemo and Musa (2022) believe that physical activity has been proven to create physiological changes to experience a deeper and more restorative cycle. Additionally, based on the idea, Ibrahim and Yakubu (2021) argue that the organised PE programmes regulate the circadian rhythm, which could reduce the students' insomnia and abnormal sleep patterns. These findings affirm the need for physical education practice on a routine basis not only for waking cognition but also for better sleep, which has implications for cognition and health.
Though these conversations above are much more broad than just the College of Education Technical, Mopa, the experiences of its student body are not so different. The College, like other institutions of tertiary education, promotes a rigorous academic culture that demands an appropriate balance of intellectual and psychosocial well-being. As seen by Oladele and Musa (2023), the integration of physical education as part of the academic programmes of colleges of education gives room for students' holistic development while the organised participation of students in physical activities in College of Education Technical, Mopa, can strengthen mental health, emotional resilience, and social cohesion. Thus the study is framed within this context, with the objective of understanding the various effects of PE on the mental health and wellbeing of pupils in this specific school context.

1.2 Statement of the problem
"Mental health and wellbeing of students at tertiary institutions has become a growing concern with stress, anxiety, depression and poor sleep quality being reported in alarming numbers for young adults. As a result, in Mopa College of Education Technical, academic stress, social adjustment, and lack of access to formal coping mechanisms are common occurrences. According to Adepoju and Yakubu (2022), there is a positive relationship between physical activity and the reduction of stress, anxiety and depressive symptoms among university students. Similarly, Olatunji and Musa (2023) argue that planned physical education programmes improve mood, help resiliency and improve social bonds, but majority students in Nigerian colleges are still not engaged in such practises. Ideally, the environment in which students will benefit from improved mental stability, quality sleep and healthy social integration through active participation in physical education. However, there is a paucity of empirical evidence that specifically addresses the effects of physical education as it relates to the holistic well-being of student teachers in Colleges of Education, particularly in technical colleges like Mopa.
To fill this gap, the present study aims at bringing context-specific evidence on the role of physical education in promoting mental health and well-being of students at the College of Education Technical, Mopa. While current literature reflects the overall benefits of physical activity (Bello & Ajayi, 2021; Chukwuma & Sule, 2020), there is insufficient literature regarding the effects of more formalised physical education in the school setting on the reduction of stress, depressive symptoms, mood, sleep quality, and social connectedness in this novel academic setting. Failing to examine it in any depth, however, leaves policymakers and educators handicapped when it comes to designing specific interventions to improve student well-being. Therefore, the thrust of this study is to fill this gap in knowledge by systematically assessing the impact of physical education on the psychological well-being, emotional resilience, and social adaptation of college students of the College of Education Technical, Mopa.
1.3 Objectives of the study
The main objective of this study is to examine the effect of physical education on the mental health and well-being of students of the College of Education Technical, Mopa. The specific objectives are:
1.To assess the impact of regular participation in Physical Education activities on the reduction of perceived stress and anxiety levels among students at the College of Education Technical, Mopa.
2.To evaluate the effect of Physical Education programs on the enhancement of mood and reduction of symptoms of depression  among students at the College of Education Technical, Mopa.
3.To determine the influence of Physical Education activities on the improvement of social well-being among students at the College of Education Technical, Mopa.
4.To examine the impact of physical activity on improving sleep quality and patterns among students  at the College of Education Technical, Mopa
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the study
1.7 Scope of the study
1.8 Definition of terms

CHAPTER TWO
LITERATURE REVIEW (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of physical education, the concept of mental health, the concept of well-being, physical education and mental health, physical education and students’ well-being, etc. The chapter covers the following subheadings:

2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a survey research design.
Population of the Study: The population of the study comprises undergraduate students of the College of Education Technical, Mopa.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 395 participants.
Sampling Technique: The study employed a stratified random sampling technique to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies and percentages to summarize and present the responses of the respondents. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.

CHAPTER FOUR:DATA PRESENTATION AND DISCUSSION OF FINDINGS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:
i. The study found that regular participation in physical education activities significantly reduces perceived stress and anxiety levels among students of College of Education Technical, Mopa, as evidenced by mean scores ranging from 2.99 to 3.09, which are above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.52, t-value of 11.20, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that physical education programmes significantly enhance mood and reduce symptoms of depression among students of College of Education Technical, Mopa, as evidenced by mean scores ranging from 3.00 to 3.09, which are above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.49, t-value of 10.22, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that physical education activities significantly improve the social well-being of students of College of Education Technical, Mopa, as evidenced by mean scores ranging from 3.01 to 3.11, which are above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.55, t-value of 12.00, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that physical activity significantly improves the quality and patterns of sleep among students of College of Education Technical, Mopa, as evidenced by mean scores ranging from 3.02 to 3.09, which are above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.51, t-value of 11.05, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE:SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies
References
Appendix

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