Assessing the Impact of Structured Aerobic and Resistance Training on Mental Health Outcomes and Academic Performance in College Students: A Randomized Controlled Trial

Project Abstract

This randomized controlled trial investigates the effects of a structured combined aerobic and resistance training program on mental health outcomes and academic performance among college students over an academic semester. A total of 320 first- to third-year undergraduates, aged 18–25, were recruited from three universities and randomly assigned to either an intervention group, which engaged in supervised aerobic plus resistance training three times weekly, or a control group that maintained usual lifestyle without added physical activity guidance. The intervention lasted 12 weeks, with sessions progressing in intensity and volume according to standard exercise prescription guidelines, and adherence monitored through attendance logs and wearable activity trackers. Primary mental health outcomes included levels of perceived stress, anxiety, and depressive symptoms, assessed at baseline, mid-intervention (6 weeks), post-intervention (12 weeks), and a 3-month follow-up using validated instruments the Perceived Stress Scale (PSS), the Generalized Anxiety Disorder-7 (GAD-7), and the Patient Health Questionnaire-9 (PHQ-9). Secondary outcomes encompassed mood state, sleep quality, self-esteem, and cognitive function, measured via the Profile of Mood States (POMS), Pittsburgh Sleep Quality Index (PSQI), Rosenberg Self-Esteem Scale, and a brief computerized cognitive battery evaluating executive function and working memory. Academic performance was evaluated through Grade Point Averages (GPA), course-specific exam scores, and self-reported study efficiency and fatigue, collected at the same time points. Moderating variables such as baseline fitness, gender, academic discipline, and caffeine intake were recorded to explore differential effects. Data were analyzed using mixed-effects linear models to account for repeated measures and potential confounders, with intention-to-treat principles guiding primary analyses. Sensitivity analyses addressed missing data via multiple imputation. The intervention produced statistically and clinically meaningful improvements in mental health outcomes significant reductions in perceived stress (mean difference at 12 weeks ?6.2, 95% CI ?7.8 to ?4.6), anxiety (?3.4 points on GAD-7, 95% CI ?4.6 to ?2.2), and depressive symptoms (?3.8 on PHQ-9, 95% CI ?5.1 to ?2.5) compared with controls, with effects sustained at the 3-month follow-up. Sleep quality and mood showed favorable shifts, and objective cognitive measures demonstrated modest but meaningful gains in executive function and working memory in the intervention group. Academic performance indicators improved modestly, with GPA showing a small but significant increase (mean difference +0.12, 95% CI +0.04 to +0.20) and exam scores rising by an average of 4.5 percentage points (95% CI +2.0 to +7.0). Mediation analyses suggested that improvements in sleep quality and reduced daytime fatigue partially mediated the relationship between physical activity and cognitive performance. Subgroup analyses indicated larger mental health benefits among students with higher baseline stress and among females, while GPA gains were more pronounced in students with moderate to high prior physical activity levels. No adverse events related to the exercise regimen were reported. The findings support the implementation of structured aerobic and resistance training programs within university health initiatives to bolster mental well-being and, to a lesser extent, academic performance, highlighting the potential for scalable, school-supported physical activity interventions to enhance overall student success. Further research should examine long-term outcomes, optimal session structure, and integration with academic support services.

Project Overview

What This Project Is About

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A straightforward study that looks at whether a structured program of aerobic and resistance exercises affects how college students feel (mental health) and how well they perform in their studies (academic performance). It compares groups doing the exercise program to those who do not, over a set period.

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The Problem It Addresses

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Many college students struggle with stress, anxiety, and mood problems that can also affect study success. Not all campuses have clear evidence on whether combining cardio and strength workouts helps mental well-being and grades, so this project tests that idea in a controlled way to guide future wellness programs.

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Objectives of the Project

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1. Evaluate the impact of the training program on mental health measures (e.g., mood, anxiety, stress).
2. Assess changes in academic performance indicators (e.g., GPA, course completion).
3. Compare outcomes between structured exercise and a control condition.
4. Explore whether any effects differ by gender or baseline fitness level.

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What You Will Do Step by Step

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1) Recruit a group of volunteer college students and randomly assign them to the exercise program or control. 2) Implement a combined aerobic and resistance training plan over several weeks. 3) Collect mental health data using simple, validated questionnaires at multiple time points. 4) Gather academic performance data from transcripts or course records. 5) Analyze data to look for differences between groups and any moderating factors. 6) Interpret results to draw practical conclusions for campus wellness programs.

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Expected Outcome

It is expected that students in the exercise program will report better mental health and either maintain or show slight improvements in academic performance compared with the control group, suggesting universities can support well-being and learning through structured physical activity.