Game-Based Versus Drill-Based Conditioning Activities and Their Effects on Selected Physical Fitness Components of First-Year College Students

Abstract

Physical fitness plays a vital role in shaping students’ overall growth—it strengthens the body, builds confidence and resilience, encourages positive social interaction, and nurtures a lifelong appreciation for health and well-being. This study investigated the comparative effects of game-based and drill-based activities on the physical fitness of first-year students at the Abra State Institute of Science and Technology, Main Campus, during the second semester of S.Y. 2023–2024. A quasi-experimental two-group pretest–posttest design was employed involving 37 students: 15 from the Bachelor of Elementary Education (BEED) and 22 from the Bachelor of Secondary Education (BSED). Physical fitness was measured using the Revised Physical Fitness Test and cardiovascular endurance norms, focusing on endurance, strength, speed, agility, and flexibility. Results showed that game-based activities significantly improved agility and flexibility among female BEED students but had minimal impact on cardiovascular endurance and sit-and-reach flexibility. Drill-based activities, meanwhile, enhanced cardiovascular endurance, speed, agility, and left-side flexibility among female BSED students, while male participants showed gains primarily in flexibility. Comparative analysis revealed no significant differences between groups after intervention, except for agility, which improved more in the game-based group, and sit-and-reach flexibility, which was greater in the drill-based group. Both approaches produced statistically significant improvements in selected components of physical fitness, although some components remained within the same descriptive fitness category. Game-based activities appear more effective in developing agility, whereas drill-based activities provide greater benefits in flexibility and cardiovascular endurance. Integrating both strategies in physical education programs, coupled with longer intervention periods and balanced participant representation, is recommended to maximize student fitness outcomes. This study contributes empirical evidence on how different instructional approaches in PathFit influence specific physical fitness components, providing guidance for balanced and responsive physical education programming in higher education.