PHYSICAL ACTIVITY AND COGNITIVE DEFICITS AMONG UNIVERSITY STUDENTS IN PAKISTAN

Background: Physical activity is widely recognized as a protective factor against cognitive decline, with extensive international evidence linking exercise to improved memory, attention, and executive functioning. However, in Pakistan, research exploring the relationship between physical activity and cognitive outcomes remains scarce, particularly among university students, who represent a critical population for future societal development. Understanding this relationship within the local context is essential to inform culturally relevant health and education strategies. Objective: The objective of this study was to examine the relationship between physical activity and cognitive deficits among Pakistani university students aged 20–30 years, with a focus on gender and educational level differences. Methods: A cross-sectional correlational design was employed, and purposive sampling was used to recruit 384 university students, all of whom were citizens and residents of Pakistan. Physical activity was measured using the International Physical Activity Questionnaire–Short Form (IPAQ-SF; 7 items), while cognitive deficits were assessed using the Cognitive Assessment Questionnaire (CAQ; 25 items). Ethical approval was obtained, and informed consent was secured from all participants. Data were analyzed using SPSS version 26, with descriptive statistics, Pearson’s correlation, regression analysis, and independent-samples t tests applied to test the study hypotheses. Results: The mean age of participants was 23.42 years (SD = 3.11), with 202 enrolled at the bachelor’s level (53%) and 182 at the master’s level (47%). The sample included 195 men (51%) and 189 women (49%). Physical activity had a mean score of 28.82 (SD = 14.07), while cognitive deficits had a mean score of 65.45 (SD = 24.49). Correlational analysis revealed a significant negative association between physical activity and cognitive deficits (r = –0.42, p < .05). Regression analysis confirmed that physical activity significantly predicted cognitive deficits (B = –0.73, β = –0.42, p < .001), explaining 17% of the variance. Group comparisons showed that women reported lower physical activity (M = 27.75, SD = 14.29) and higher cognitive deficits (M = 67.01, SD = 24.43) compared to men (M = 29.92, SD = 13.79; M = 63.85, SD = 24.51), though differences were not statistically significant (p > .05). Similarly, bachelor’s students reported higher physical activity (M = 29.33, SD = 13.39) and cognitive deficits (M = 67.34, SD = 23.34) compared to master’s students (M = 28.24, SD = 14.81; M = 63.36, SD = 25.60), without statistical significance (p > .05). Conclusion: The study demonstrated that higher levels of physical activity were significantly associated with lower cognitive deficits among Pakistani university students. These findings highlight the importance of promoting physical activity as a protective factor for cognitive health and academic performance, and they call for gender-sensitive and culturally adapted interventions to encourage participation in physical activity.