The influence of personality traits on physical fitness and physical education course scores among college students

Abstract

Given the well-documented decline in physical fitness (PF) levels among college students and the widely acknowledged significance of physical education course scores (PECS) for their holistic well-being. This study systematically investigated the predictive roles of personality traits in physical fitness (PF) and physical education course scores (PECS) among Chinese undergraduates. Methods: A cross-sectional survey was performed among 1,059 junior-year students from three universities. Personality was measured via the Mini- IPIP, PF was evaluated through standardized national fitness tests, and PECS were retrieved from official academic records. Analyses regarding Pearson correlations and hierarchical multiple regression were utilized for data processing with gender incorporated as a covariate for statistical control..Results: The results demonstrated that Extraversion and Conscientiousness served as robust positive predictors of both PF and PECS in both single-dimension and full Big Five models. The sociability and vitality inherent to extraverted individuals, coupled with the self-discipline and goal-oriented mindset of conscientious individuals, collectively facilitate consistent engagement, effective training, and improved performance. Openness showed no significant predictive power, potentially due to the standardized, technique-focused nature of the PE curriculum. While Neuroticism and Agreeableness exhibited significant effects in initial regressions, their predictive power attenuated in the full model, suggesting that Extraversion and Conscientiousness explained a substantial portion of the variance, potentially masking their unique contributions. Conclusions: Extraversion and Conscientiousness emerge as key personality traits associated with superior physical fitness and higher physical education course scores among Chinese college students. These findings highlight the importance of incorporating personality into the design of PE program. Recommendations include implementing differentiated instruction tailored to students' personality profiles, such as promoting teamwork for extraverts and providing goal-setting support for those with lower conscientiousness. Future research should delve into the mediating mechanisms and utilize longitudinal designs to establish causality and broaden generalizability.