Physical activity plays a critical role in health and well-being, particularly during students’ academic development. This study explores the relationship between self-efficacy and physical activity among physiotherapy students, recognizing self-efficacy as a key factor influencing exercise behavior. Despite awareness of physical activity’s benefits, academic demands may hinder participation, reducing confidence in maintaining an active lifestyle. A total of 244 physiotherapy students (mean age 24.44 ± 7.56 years) completed the General Self-Efficacy Scale (GSES) and the International Physical Activity Questionnaire—Short Form (IPAQ-SF). The results showed that the self-efficacy scores ranged from 17 to 40, with a mean of 30.44 (±3.93), indicating moderate to high levels. In terms of activity, 40.3% of students reported sufficient activity (high level), 51.7% reported moderate activity (meeting minimum guidelines), and 8.05% reported insufficient (low) activity. Self-efficacy positively correlated with age (r = 0.199, p < 0.01) and education level (r = 0.191, p < 0.01), and negatively with employment (r = –0.171, p < 0.05). Physical activity was significantly associated with self-efficacy (r = 0.217, p < 0.01). These findings underscore the importance of fostering self-efficacy to promote physical activity, highlighting the need for targeted strategies within academic settings to support student well-being and healthier lifestyle choices.

PA is associated with numerous physical and mental health benefits, while self-efficacy is an important associated factor of health-related behaviors. However, evidence of the relationship between general self-efficacy and PA among healthcare students remains limited. This cross-sectional study included 747 healthcare students who completed an online survey comprising the General Self-Efficacy Scale (GSES), IPAQ-SF, and measures of PA habits. A subsample of 50 participants additionally completed one week of activity monitoring using a Fitbit Versa 4. Associations were examined using non-parametric tests, Spearman’s rank correlation analyses, and multivariable linear regression models. Higher general self-efficacy was associated with greater self-reported PA, more frequent PA habits, and better self-rated physical fitness. Self-efficacy was also weakly associated with lower sitting time during weekends, but not during working days. Bivariate associations between self-efficacy and physical activity-related measures were weak (|ρ| ≤ 0.284). Total self-reported PA remained independently associated with self-efficacy in multivariable models, while the association with exercise frequency was attenuated after accounting for self-rated physical fitness. Model explanatory power was modest (adjusted R² = 0.054–0.073). No clear associations were observed between self-efficacy and objectively measured weekly steps or active zone minutes. The agreement between self-reported and device-based measures was partial. General self-efficacy was associated with self-reported PA and perceived physical fitness, although associations were modest. Findings should be interpreted cautiously given the cross-sectional design, small monitoring subgroup, and multiple exploratory comparisons. Longitudinal studies are needed to clarify temporal relationships.

PA is an important determinant of health and well-being; however, many university students, including healthcare students, do not achieve recommended activity levels despite their future role in health promotion. This study aimed to explore healthcare students’ perspectives on physical activity, including their habits, perceived barriers and facilitators, the relationship between physical activity and academic self-efficacy, and its role in their future professional identity. A qualitative descriptive design was applied using semi-structured individual interviews with 15 healthcare students. Data were analyzed using Braun and Clarke’s six-phase reflexive thematic analysis approach. Five interrelated themes were identified: physical activity as a resource for health, well-being, and academic functioning; academic demands shaping physical activity behavior; physical activity strengthening academic self-efficacy; physical activity as part of professional identity; and the university environment as a facilitator of physical activity. Students perceived physical activity as supporting physical and mental well-being, stress management, concentration, and daily functioning. Academic workload, limited time, fatigue, financial constraints, and motivational challenges were identified as barriers, whereas institutional support and flexible opportunities facilitated participation. Students also viewed physical activity as contributing to confidence, discipline, and their perceived credibility as future healthcare professionals. Supportive university environments may help healthcare students maintain active lifestyles and support the development of their role as health-promoting professionals.