were:-Wachemo, physical education teachers and school principal.
For the specific research for this study Wachemo university first year students were selected as population. Total of 926 students. Then from the 926 students 50 students were selected purposive sampling method. From the total students 50 samples selected purposively from the total population. and physical education teacher were selected purposively for interview .
3. Findings and Discussion
This paper identifying the contribution of physical fitness to academic achievement as well as physical, mental, emotional and social interaction students that actively participating in physical fitness class of in wachemo university first year students.
Result obtained from secondary school students, health and physical education teachers, and school principals result were tabulated and interpreted as follows
1. What is your interest to learn Health and Physical Education?
Table 1 student interest for learning
| No | Options | No | % |
|---|
| 1 | High | 26 | 40 |
| 2 | Medium | 11 | 35 |
| 3 | Low | 14 | 25 |
Table 1 above shows that in item Number 1 about 8(40%) and 7 (35%) of the student respondents have high and medium interest in learning health and physical education respectively while about 5 (25%) of the respondents have low interest to learn in health and physical education classes. Lack of interest to the subject in turn creates big problem to achieve the goals of health and physical education. This is because; achieving intended goals of any discipline in education is mainly the product of interest and ability.
2. How far the Health and Physical Education instruction given in your school did brought physical fitness to students?
Table 2 contribution of physical education to physical fitness
| No | Options | No | % |
|---|
| 1 | Yes | 40 | 80 |
| 2 | No | 10 | 20 |
It is also shown in item number 2 that 80%(16 respondents) of the student respondents said that the instruction given in schools (class rooms) did help students to improve physical fitness’s while about 20% (4 respondents) claim that the class room instruction given to students did not help them to improve their physical fitness’s. When we see this response superficially, the role of classroom instruction in developing physical fitness in physical education it seems to be very low or insignificant. But scientifically it is the theoretical part given in the class that serves as the ground or base stone for practical activities. In other words, one can acquire knowledge and skill
About how to do and when to do practical activities and the benefit of doing them from classroom instructions.
3. Do you think that Health and Physical education helps you to keep your health?
Table 3 physical education and health
| No | Options | No | % |
|---|
| 1 | Yes | 39 | 80 |
| 2 | No | 11 | 20 |
As Table 3 above indicates, in item number 3, 16(80%) of the respondents suggested that the classroom instruction given in health and physical education contributes a lot to the development of mental, physical and social health of students provided that it is implemented in the right way.
About 20% (4 respondents) in contrast suggested that health and physical education has less value for the student’s healthy living condition. Though some respondents lowered the value of Physical Education to the development of healthy living condition, it is more obvious that individuals who regularly perform physical activities have better physical fitness, mental and social well-being than others.
4. The role of Health and physical education to the rest of academic performance?
Table 4 Role of physical education
| No | Options | No | % |
|---|
| 1 | High | 28 | 60 |
| 2 | Medium | 10 | 30 |
| 3 | Low | 12 | 10 |
Responses obtained from students for item number 4 in Table 4 again ensures that Physical Education plays vital role for the
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