PERCEIVED BENEFITS OF PARTICIPATION IN PHYSICAL EDUCATION CLASSES ON STUDENTS' STRESS COPING

This study examined the perceived benefits of participation in Physical Education classes for students’ stress-coping, aiming to provide insights to improve educational policies and curriculum design. It sought to determine how PE participation contributes to students’ ability to manage stress and enhance their physical, mental, and social well-being. A descriptive-correlational research design was employed, involving 301 college students selected through stratified random sampling from eight departments of the University of La Salette, Santiago City, Philippines. Data were collected using a structured questionnaire on perceived benefits of Physical Education and Stress Levels. Statistical tools, including frequency and percentage distributions, weighted means, and SPSS, were used to analyze the data. Findings revealed that students perceived PE classes as highly beneficial for reducing stress, improving mental health and social interaction, and enhancing academic performance. However, 82.4% of the respondents experienced high stress levels, highlighting the need for stronger wellness interventions. The study recommends implementing the “Move for a Change: Physical Education for Stress Management” program, which promotes mindfulness activities, active breaks, and student-led fitness challenges to normalize movement as a coping strategy. In conclusion, Physical Education plays a vital role in promoting holistic development and stress resilience among students. Institutions are encouraged to enhance PE programs, ensure inclusivity, and collaborate with guidance and student services to support overall well-being.