Abstract

This study was conducted considering that the issues of sedentary lifestyle and perceived quality of physical education are seen as a major factor influencing their active engagement. The main focus in this study is to answer research questions (1) are there significant differences in perceived physical activity (PPA), well-being, and health metrics based on gender and school location (urban and rural) and (2) how far the relationship between the PE learning environment and objective health outcomes such as BMI and body fat percentages?. The objective of this study was to determine the level and compare the differences in perceptions (PPA), enjoyment (EPE), learning environment (LEPE), well-being (W), physical activity (PA), body mass index (BMI), body fat percentage (BF), screen time (ST), and total sleep duration (TSD) in Central Zone of Malaysia which includes the states of Selangor, Federal Territory of Kuala Lumpur, and Federal Territory of Putrajaya. This study used quantitative methodology and cross-sectional survey design, where data were collected entirely through a self-report questionnaire instrument involving secondary school students. The study findings showed that there was a significant perception gap between urban and rural students, where self-reports showed an association between high screen time and decreased sleep quality and well-being. The novelty of this study lies in the integrative assessment that combines psychosocial perceptions of PE with self-reported health metrics specifically according to the northern geographic zone which has a unique urban and rural demographic diversity. The implications of this study emphasize the importance of empowering PE curricula that are more adaptive to increase self-awareness of their health status, thus contributing to the formation of more effective health education policies at the regional level.