Impact of a 12-week school-based physical activity intervention on academic performance and physical fitness in adolescents: A randomized controlled trial

Project Abstract

This randomized controlled trial examined the effects of a 12-week school-based physical activity intervention on academic performance and physical fitness among adolescents aged 12–15 years. A total of 320 participants from five public middle schools were randomly assigned to either an intervention group (n=160) or a control group (n=160). The intervention integrated structured aerobic and resistance training sessions, two 45-minute periods per week during school hours, complemented by daily 15-minute accelerometer-monitored activity prompts and weekly goal-setting discussions. Data were collected at baseline, mid-intervention (6 weeks), immediately post-intervention (12 weeks), and at a 6-month follow-up. Primary outcomes included standardized academic performance indicators (mathematics and reading comprehension scores, GPA proxies) and objective physical fitness measures (cardiorespiratory fitness via the shuttle run test, muscular strength via handgrip and standing long jump, and body composition via BMI and waist circumference). Secondary outcomes encompassed attentional control, executive function (assessed with computerized tasks), mood (assessed by the Strengths and Difficulties Questionnaire and a mood scale), sleep quality, and self-reported physical activity. Statistical analyses employed mixed-effects linear models to account for clustering at the school level and repeated measures, adjusting for baseline values, age, sex, socioeconomic status, and pubertal status. Adherence rates to the intervention averaged 86%, with higher engagement linked to greater improvements in both fitness and cognitive outcomes. Results demonstrated that the intervention group showed statistically significant improvements in cardiorespiratory fitness (mean increase 6.2 laps in the shuttle run, p<0.001) and muscular strength (handgrip +4.5 kg, p=0.002; standing long jump +12 cm, p<0.001) compared with controls. Academic performance improvements were modest but significant for mathematics (mean standardized score increase +0.18, p=0.03) and reading comprehension (mean standardized score increase +0.15, p=0.04). Secondary outcomes revealed enhanced attentional control (effect size d=0.34, p=0.01) and executive function (partial eta-squared=0.05, p=0.02), along with reductions in depressive symptoms (p=0.03) and improved sleep quality (p=0.02). Mediation analyses indicated that gains in cardiorespiratory fitness partially mediated literacy improvements (indirect effect, ?=0.07, p=0.04) and attention enhancements (?=0.05, p=0.03). Follow-up at 6 months suggested partial maintenance of fitness and cognitive benefits, though academic gains attenuated without ongoing intervention. Subgroup analyses indicated larger cognitive and mood benefits among students with initially lower baseline fitness and higher baseline distractibility. No adverse events related to the intervention were reported. The findings suggest that integrating a structured, school-based physical activity program over 12 weeks can yield meaningful improvements in physical fitness, modest academic gains, and enhancements in attention, executive function, mood, and sleep among adolescents. The study supports policy implications for incorporating regular physically active sessions within the school day as a feasible strategy to promote holistic adolescent health and cognitive functioning. Limitations include potential self-report biases for some secondary outcomes and the generalizability to non-urban or different educational settings. Future research should explore long-term academic trajectories, dose–response relationships, and the impact of combining physical activity with cognitive training elements.

Project Overview

What This Project Is About

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A straightforward exploration of how a 12-week school-based physical activity program affects students’ grades and physical health. It compares a group that participates in structured activity with a control group that continues usual routines to see if more active time influences academic performance and fitness levels.

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The Problem It Addresses

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Many schools struggle with how to boost both academic results and overall fitness in adolescents. Previous studies show mixed results and often lack practical school-based approaches. This project tests a realistic 12-week plan that can be adopted in ordinary classrooms and gym periods to address this gap.

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Objectives of the Project

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1. Determine whether a 12-week activity program improves academic performance indicators (e.g., grades, attention, test scores).
2. Measure changes in physical fitness, such as endurance, strength, and flexibility.
3. Assess how program participation relates to daily physical activity levels.
4. Explore any differences in effects by gender or baseline fitness.

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What You Will Do Step by Step

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1. Review existing literature on school-based physical activity and academics.

2. Recruit a sample of students and assign them to intervention or control groups.

3. Implement the 12-week activity program with monitored sessions.

4. Collect baseline and post-intervention data on academics and fitness tests.

5. Analyze data using simple comparisons and basic statistics to determine effects.

6. Interpret findings and discuss practical implications for schools.

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Expected Outcome

We expect the intervention group to show modest but meaningful improvements in fitness and a positive or neutral impact on academic performance, suggesting that regular physical activity supports learning and health without sacrificing study time.