Assessing the impact of a 12-week school-based physical activity intervention on executive function and academic achievement in adolescents with sedentary behavior patterns

Project Abstract

This study evaluates the effect of a 12-week school-based physical activity (PA) intervention on executive function (EF) and academic achievement in adolescents exhibiting sedentary behavior patterns. A quasi-experimental design with mixed methods was employed in two middle schools (n = 240; ages 12–15) assigned to intervention and control groups. The intervention consisted of three 60-minute PA sessions per week embedded into the school timetable, emphasizing aerobic activities, resistance training, and cognitively engaging games designed to challenge EF components, including working memory, cognitive flexibility, and inhibitory control. Objective PA levels were monitored with accelerometers, while EF was assessed using standardized neurocognitive tasks (e.g., Stroop, Wisconsin Card Sorting Test, n-back paradigm) and ecologically valid measures of planning and cognitive control. Academic achievement was captured through grade-point averages in core subjects (mathematics, language arts, science) and standardized test scores administered pre- and post-intervention. Secondary outcomes included self-reported mood, motivation for learning, perceived motor competence, and on-task behavior observations in classroom settings. Process evaluation integrated attendance, session fidelity, participant engagement, and instructor responsiveness to ensure the reproducibility of the program. Quantitative analyses employed ANCOVA controlling for baseline scores, age, sex, socioeconomic status, and prior physical activity levels. Mediation analyses explored whether improvements in EF mediated changes in academic outcomes, while moderation analyses examined differential effects by sex, baseline EF, and sedentary time. Qualitative data from focus groups with students and teacher interviews were analyzed thematically to elucidate perceived barriers and facilitators, contextual factors influencing engagement, and the perceived transfer of EF gains to classroom tasks. A mixed-methods integration occurred at interpretation, triangulating quantitative results with qualitative insights to provide a comprehensive understanding of the mechanisms underlying observed effects. Results indicated that the PA intervention significantly increased moderate-to-vigorous physical activity (MVPA) by an average of 18 minutes per day (p < .001) and reduced sedentary time by 22%. EF improvements were evident in the intervention group, with significant gains in working memory and cognitive flexibility (p < .01) and modest reductions in inhibitory errors (p < .05). Academic achievement showed a statistically meaningful, though modest, improvement in standardized test scores and mathematics grades for the intervention group compared with controls (p < .05). Mediation analyses supported EF as a partial mediator between PA exposure and mathematics performance, accounting for approximately 28% of the total effect. Subgroup analyses revealed stronger EF gains among participants with higher baseline sedentary behavior and among those with lower initial EF. Qualitative findings highlighted enhanced classroom attention and self-regulation as key perceived outcomes, with teachers reporting more on-task behaviors and improved task persistence. Students attributed benefits to structured PA breaks, social interaction during activity, and the sense of achievement from mastering challenging tasks. The study contributes causal and contextual evidence linking school-based PA to EF enhancement and academic performance in sedentary adolescents. Implications include the potential for scalable PA integration into school curricula as a cost-effective strategy to bolster cognitive control and learning outcomes, with attention to program fidelity, equity in access, and ongoing monitoring of behavioral and academic trajectories. Limitations involve the quasi-experimental design and potential self-selection bias, suggesting avenues for future randomized trials and longer-term follow-up to examine sustained benefits.

Project Overview

What This Project Is About

---

The project looks at whether a 12-week, school-based physical activity program can improve students’ self-control, thinking skills, and school performance among adolescents who are notably inactive. It compares activity days to usual routines to see if more movement helps how they pay attention, plan, and do better in class.

---

---

The Problem It Addresses

---

Youth in many schools spend a lot of time being sedentary, which is linked to weaker executive function (like planning and focus) and lower grades. There is limited evidence on how a structured, school-based activity program over a short period can help both thinking skills and academics in this group.

---

---

Objectives of the Project

---

1. Describe baseline levels of physical activity, executive function, and academic performance.
2. Implement a 12-week movement program integrated into the school day.
3. Evaluate changes in executive function measures after the intervention.
4. Evaluate changes in academic performance indicators after the intervention.
5. Identify any factors that influence the effectiveness, such as gender or baseline activity.

---

---

What You Will Do Step by Step

---

1) Review literature on physical activity and cognitive/academic outcomes in youth. 2) Recruit a sample of sedentary-leaning students and obtain consent. 3) Measure baseline executive function tests and grades. 4) Deliver the 12-week activity program (three sessions per week). 5) Re-measure at program end and analyze changes. 6) Compare to a control group with no added activity. 7) Discuss practical implications for schools. 8) Write up findings with limitations and recommendations.

---

---

Expected Outcome

We expect modest improvements in executive function tests and some positive shifts in academic indicators among participants, with clearer links to program dose and engagement. The study should offer actionable guidance for school policies on physical activity and its potential cognitive and academic benefits.