<![CDATA[Objective: This study examined direct and indirect relationships of learning motivation and parental attention with Physical Education, Sports, and Health learning outcomes through physical fitness among elementary students. Method: A quantitative path-analysis design involved 55 students selected through purposive sampling. Data were collected using questionnaires, fitness assessments, and learning records. Results: Learning motivation and parental attention significantly predicted physical fitness (β=0.532 and β=0.383), explaining 46.4% of its variance. Parental attention showed the strongest direct association with learning outcomes (β=0.573), followed by physical fitness (β=0.266) and learning motivation (β=0.141), collectively explaining 38.9% of outcome variance. Physical fitness mediated pathways from learning motivation (β=0.142) and parental attention (β=0.102) to learning outcomes. Conclusion: Physical education achievement reflects interconnected motivational, familial, and physical factors, highlighting the importance of integrated student support]]>
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