European International Journal of Pedagogics
102
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
102-105
DOI
OPEN ACCESS
SUBMITED
30 October 2024
ACCEPTED
30 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Physical Development
Among Students Pursuing
Sports Management
Jumaniyazov Anvarbek Bekchanovich
Head of the Department of Scientific Research, Innovations and Scientific
and Pedagogical Personnel Training of the Uzbek State University of
Physical Education and Sports, Uzbekistan
Abstract:
This paper investigates the physical
development of undergraduate students enrolled in a
Sports Management program over a 16-week academic
semester. Thirty participants (aged 18
–
23), comprising
both male and female students, were assessed on four
key fitness components: cardiovascular endurance
(using a 1.5-mile run test), muscular strength (1RM
bench press), flexibility (sit-and-reach test), and div
composition
(skinfold
measurements).
Students
participated in a structured curriculum that integrated
theoretical coursework with two hours of supervised
physical training each week. Quantitative findings
indicated statistically significant improvements in run
times, bench press strength, flexibility scores, and
reductions in div fat percentage. Qualitative
interviews revealed that peer support, accountability
through testing, and perceived professional advantages
in sports administration motivated students to maintain
regular physical activity. However, participants also
highlighted time constraints and academic workload as
obstacles. The study concludes that embedding
practical fitness training into sports management
curricula not only promotes students’ well
-being and
functional knowledge but also prepares future sports
professionals to lead and advocate for healthier athletic
environments.
Keywords:
Sports management, physical development,
undergraduate students, fitness assessment, exercise
training, curriculum integration, div composition.
Introduction:
Physical development is a cornerstone of
overall health and well-being, particularly for individuals
involved in sports-related fields. Among university
students pursuing degrees in sports management,
physical fitness is not merely an optional or peripheral
interest; rather, it is often central to their academic and
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European International Journal of Pedagogics
professional objectives. As future practitioners,
administrators, and leaders in the sports industry,
these students are expected to possess a
comprehensive
understanding
of
physical
performance, training principles, and healthful living.
The curriculum of sports management programs
typically includes theoretical courses, such as business
administration, marketing, and sports law, in addition
to practical modules on exercise science, coaching
techniques, and athlete development. Consequently,
the physical development of these students is a focal
point that can directly influence both their academic
performance and their future career success.
Despite the recognized importance of physical fitness
in the sports industry, comparatively fewer studies
have addressed the specific physical development
trajectories of sports management students. Most
existing research focuses on athletes in performance-
oriented programs, such as physical education majors
or professional sports training academies. However,
sports
management
students
—
while
not
all
competitive athletes themselves
—
still require robust
physical
abilities
and
a
deep,
experiential
understanding of the fitness and training processes in
order to manage sports events, design training
programs, and communicate effectively with coaches
and athletes.
The purpose of this study is to examine the physical
development of sports management students, paying
particular attention to key fitness components such as
cardiovascular
endurance,
muscular
strength,
flexibility, and div composition. By employing
standardized assessment protocols and tracking
changes over an academic semester, this research aims
to contribute to a more nuanced understanding of how
structured university programs influence the physical
well-being of sports management undergraduates.
Ultimately, these insights can lead to enhanced
pedagogical approaches, better integration of exercise
science principles into sports management curricula,
and improved long-term outcomes for students
preparing to enter the sports industry.
METHODS
Research Design
A mixed-methods, longitudinal approach was adopted
for this study to explore how students’ physic
al
development evolved over one academic semester (16
weeks). While quantitative measures provided
objective data on key fitness indicators, a qualitative
component offered contextual insights into the
students’ experiences, motivations, and perceived
barriers to their physical development.
Participants
Thirty undergraduate students enrolled in a Bachelor of
Sports Management program at a mid-sized university
participated in this research. The participants ranged in
age from 18 to 23 years (mean = 20.5, SD = 1.4),
including both male (n = 16) and female (n = 14)
students. Participation was voluntary, and informed
consent was obtained from all individuals prior to the
commencement of data collection. Ethical approval was
granted by the university’s institutio
nal review board,
ensuring compliance with regulations for human
subjects research.
Assessment Protocols
Four key components of physical fitness were
evaluated: (1) Cardiovascular Endurance, assessed via a
1.5-mile run test; (2) Muscular Strength, measured by a
one-repetition maximum (1RM) bench press test; (3)
Flexibility, evaluated using the sit-and-reach test; and
(4) Body Composition, determined by skinfold
measurements at three standardized sites (triceps,
abdomen, and suprailiac) using calipers and the
Jackson-Pollock formula to estimate div fat
percentage.
•
Cardiovascular Endurance (1.5-Mile Run Test):
Each participant was instructed to complete a 1.5-mile
distance on a standard 400-meter outdoor track. The
total time to complete this distance was recorded, and
lower completion times indicated higher endurance
levels.
•
Muscular Strength (1RM Bench Press):
Participants performed progressive warm-up sets until
they reached a load near their maximum capability.
Subsequent attempts were increased by small
increments (2.5
–
5.0 kg) until the participant could not
successfully complete a single repetition with proper
form.
•
Flexibility (Sit-and-Reach Test): The standard sit-
and-reach box was used. Participants sat with knees
extended and reached forward as far as possible along
a measuring line. The score was recorded to the nearest
half-centimeter.
•
Body Composition (Skinfold Method): Using
skinfold calipers, measurements were taken at triceps,
abdomen, and suprailiac sites. Each measurement was
taken three times, and the average was used to
estimate div fat percentage through the Jackson-
Pollock equation appropriate for the participant’s sex.
Throughout
the
16-week
semester,
students
participated in a structured program that combined
lectures, case studies, and practical lab sessions related
to sports management. The university also required
them to engage in two hours of physical activity per
week under faculty supervision. These activities
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European International Journal of Pedagogics
included circuit training, group fitness classes, and
resistance exercises, all designed to enhance the four
components of fitness being evaluated. Students were
encouraged to maintain regular physical activity on
their own time as well, but no specific at-home
exercise routines were mandated.
Quantitative data from baseline and post-semester
tests were analyzed using paired-samples t-tests to
detect statistically significant changes in fitness
measures. Qualitative data were collected through
brief,
semi-structured
interviews
and
group
discussions, then coded to identify recurrent themes
such as motivation, time management challenges, and
perceived benefits. Triangulation of quantitative and
qualitative findings provided a comprehensive
perspective on students’ physical development over
the study period.
RESULTS
Baseline vs. Post-Semester Fitness Measures
Cardiovascular Endurance (1.5-Mile Run Time): The
average baseline time for completing the 1.5-mile run
was 13 minutes and 12 seconds (SD = 1 minute 5
seconds). By the end of the semester, the average time
decreased to 12 minutes and 33 seconds (SD = 58
seconds),
indicating
a
statistically
significant
improvement (p < .05). Several participants reported
that the required circuit training sessions helped them
build stamina and better pacing strategies.
Muscular Strength (1RM Bench Press): At baseline, the
mean 1RM bench press was 50 kg (SD = 12 kg) for
female students and 70 kg (SD = 15 kg) for male
students. Post-semester assessments showed an
average increase of 5 kg for females and 7 kg for males,
reflecting a statistically significant gain in upper-div
strength (p < .01). Qualitative data suggested that
hands-on training in the university gym and peer
support
were
influential
factors
in
these
improvements.
Flexibility
(Sit-and-Reach
Test):
Students
demonstrated moderate flexibility levels at the
beginning of the semester, with an average sit-and-
reach score of 25 cm (SD = 3 cm). By the end of the
semester, this average had increased to 27 cm (SD = 3
cm). Although the change was modest, it was
statistically significant (p < .05). Anecdotal feedback
highlighted regular stretching routines in warm-up
sessions and yoga-based exercises in group fitness
classes.
Body Composition (Skinfold Measurements): The
mean estimated div fat percentage at baseline was
18% (SD = 3%) for males and 24% (SD = 4%) for females.
After 16 weeks, a slight decrease in both groups was
noted, averaging at 17% (SD = 3%) for males and 23%
(SD = 4%) for females. While the reduction in div fat
percentage was not as large as some participants
anticipated, the small but consistent decline across the
cohort was deemed statistically significant (p < .05).
Qualitative Findings
Interview transcripts revealed several common themes:
1.
Motivation and Accountability: Students
frequently cited peer support and structured lab
sessions as key motivators. Knowing they were being
tested at the beginning and end of the semester also
created a sense of accountability.
2.
Time Constraints: Many participants struggled
to balance academic responsibilities (e.g., exams,
projects, and internships) with regular physical training.
Nonetheless, most found ways to integrate short
exercise breaks into their daily routines.
3.
Perceived Professional Benefits: Students
believed that improving their personal fitness was
essential to future roles in sports administration. They
felt more confident communicating with athletic staff,
demonstrating exercises, and engaging in professional
networking within the sports sector.
DISCUSSION
The results of this study underscore the positive impact
of structured and supervised exercise within the
curriculum of sports management programs. Students
improved
across
all
four
measured
fitness
components
—
cardiovascular endurance, muscular
strength, flexibility, and div composition
—
during the
16-week semester. These findings align with the
broader
literature
suggesting
that
consistent,
progressive physical activity can substantially enhance
fitness, even among populations not engaged in highly
intensive athletic training.
From an educational standpoint, the integration of
practical fitness modules within a sports management
curriculum provides students with firsthand experience
that can complement theoretical knowledge. Rather
than learning about exercise science exclusively from
textbooks or lectures, these future professionals gain
tangible skills that will assist them in designing training
programs,
understanding
athlete
needs,
and
communicating effectively within sports organizations.
Additionally, the improvement in students’ personal
fitness can bolster their credibility in the workplace;
managers who exhibit healthy behaviors may positively
influence team culture and reinforce the importance of
wellness initiatives.
Nevertheless, the qualitative feedback highlights the
importance
of
addressing
barriers
like
time
management and academic workload. While two hours
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European International Journal of Pedagogics
of mandatory physical activity per week can yield
measurable gains, many students indicated that
additional flexible options could further support their
progress. University policies that offer more varied
training times, or integrated “mini
-
workouts” between
classes, might encourage greater consistency.
Moreover, leveraging technology
—
such as fitness
tracking apps or online workout portals
—
can help
students monitor their progress, set goals, and stay
motivated.
Finally, this study’s findings have potential implications
beyond the university setting. As these students
transition into sports management roles, their deeper
appreciation for personal fitness may translate into
more effective leadership, policy-making, and
advocacy
for
health
promotion
in
athletic
environments. This, in turn, can have a positive ripple
effect, as sports managers who practice healthy
lifestyles may serve as role models, shaping the culture
and standards of the organizations they serve.
CONCLUSION
This research has demonstrated that a structured, 16-
week program incorporating both theoretical and
practical components significantly enhances the
physical development of undergraduate students
pursuing degrees in sports management. Measurable
improvements in cardiovascular endurance, muscular
strength, flexibility, and div composition were
observed, underscoring the value of integrated
exercise sessions and hands-on fitness experiences
within sports management curricula. Qualitative
feedback further emphasizes the role of peer support,
motivation, and professional aspirations in driving
students’ engagement with fitness activities.
Moving forward, educators and administrators should
consider expanding opportunities for physical activity
and leveraging technology to accommodate diverse
student schedules and preferences. By fostering an
environment
that
values
personal
wellness,
universities can better equip the next generation of
sports managers with the practical skills, knowledge,
and healthy habits essential for leading successful,
health-conscious organizations.
Overall, the positive outcomes of this study point to
the broader importance of aligning academic
requirements with practical fitness experiences,
ensuring that sports management students graduate
with not only the theoretical acumen but also the
physical capability to excel in the dynamic, health-
oriented world of sport.
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