Assessment of the impact of structured physical activity programs on mental health and academic performance among high school students: A longitudinal study

Project Abstract

This longitudinal study investigates how structured physical activity programs influence mental health and academic performance among high school students over a full academic year, with follow-ups at six-month intervals to assess persistence of effects. The research adopts a quasi-experimental design, enrolling four public high schools two implementing a standardized, school-wide physical activity intervention (daily 40-minute sessions emphasizing aerobic and strength components, with adaptive progression) and two maintaining typical PE curricula as controls. A mixed-methods approach combines quantitative measures—assessments of depressive and anxiety symptoms (PHQ-9, GAD-7), stress reactivity (Perceived Stress Scale), self-esteem (Rosenberg Scale), sleep quality (Pittsburgh Sleep Quality Index), executive function tests (Stroop, Trail Making Test), and academic indicators (GPA, standardized test scores, attendance, and class engagement)—with qualitative insights from student focus groups and teacher interviews to contextualize numerical trends. Baseline equivalence is established across demographic variables (age, sex, socioeconomic status, prior health status) and initial performance metrics. The intervention emphasizes autonomy-supportive coaching, strength and conditioning circuits, kinesthetic variety, and peer-led activity options to foster intrinsic motivation and social connectedness. Compliance and fidelity are monitored through attendance logs, wearable activity trackers, periodic teacher checklists, and monthly program audits. Potential confounders—diet, screen time, extracurricular load, mental health history, and sleep duration—are controlled using covariate-adjusted models and propensity scores where appropriate. Primary outcomes focus on changes in mental health indicators and academic performance. Mental health improvements are anticipated as reductions in depressive and anxiety symptom scores, lower perceived stress, enhanced self-esteem, and better sleep quality. Academic performance is expected to improve or be maintained through increases in GPA, standardized test performance, attendance rates, and classroom engagement measures. Secondary outcomes include enhancements in executive function and cognitive processing speed, as well as mediating variables such as sleep quality and mood regulation that may explain the pathway from physical activity to scholastic achievement. Moderation analyses examine whether effects differ by sex, baseline fitness level, BMI category, and school environment. Data analysis employs hierarchical linear modeling to account for nested data (students within classes within schools) and repeated measures over time. Mediation analyses explore indirect effects via sleep and mood, while sensitivity analyses assess the robustness of findings to missing data and attrition. The study also includes an economic evaluation to estimate potential cost savings associated with improved academic performance and reduced mental health service utilization, informing policy decisions about integrating structured physical activity into standard curricula. Ethical considerations include informed consent from guardians and participants, data confidentiality, and procedures for safeguarding student well-being during potentially triggering assessments. The anticipated contribution is to elucidate the longitudinal impact of structured activity programs on two pivotal school outcomes—mental health and academic performance—thereby guiding educators, policymakers, and health professionals in designing scalable, evidence-based interventions that promote holistic student development without compromising instructional time.

Project Overview

What This Project Is About

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The project looks at whether structured physical activity programs in high schools influence students’ mental well-being and how well they perform academically over time. It follows a group of students across multiple years to see if regular, planned exercise routines help mood, stress, focus, and school grades.

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The Problem It Addresses

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Many schools have activity programs, but it’s not clear which types, how often, and for whom they best support mental health and learning outcomes. Without clear evidence, schools may struggle to design effective programs that support students’ overall success.

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Objectives of the Project

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1. Describe the kinds of physical activity programs used in participating schools.
2. Measure changes in mental health indicators (e.g., mood, stress, anxiety) over time.
3. Assess trends in academic performance alongside activity participation.
4. Identify which program features are most strongly linked to positive outcomes.

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What You Will Do Step by Step

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1) Review existing research on school-based physical activity, mental health, and grades. 2) Recruit a sample of students and obtain consent. 3) Collect baseline data on activity, mental health, and grades. 4) Implement or monitor structured activity programs across schools. 5) Track participants periodically for up to two years. 6) Analyze data to find relationships between activity, wellbeing, and performance. 7) Interpret results and discuss practical implications for schools.

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Expected Outcome

The study is expected to show that well-structured, regular physical activity programs are associated with better mental health and, in some cases, improved academic performance. Findings will offer actionable guidance for schools on designing, scheduling, and evaluating activity programs to support student success.