Impact of structured physical activity intervention on mental health and academic performance among senior high school students.

Project Abstract

This study investigates the effectiveness of a structured physical activity intervention on mental health outcomes and academic performance among senior high school students. A quasi-experimental design with a matched control group was employed in two comparable urban high schools over one academic semester (183 days). The intervention consisted of thrice-weekly, 60-minute sessions integrating aerobic, strength, and flexibility components, with behavior-support strategies including goal setting, self-monitoring, and positive feedback. Mental health was assessed using validated instruments measuring perceived stress, depression, anxiety, and well-being, while academic performance was captured through grade point averages (GPA), standardized test scores, and teacher-rated academic engagement. Baseline data indicated moderate levels of stress and anxiety, with mean GPAs below the district average, highlighting the need for effective non-academic interventions. Data were collected at three points pre-intervention, mid-intervention (9 weeks), and post-intervention (18 weeks). Qualitative data from focus group discussions with students and semi-structured interviews with teachers supplemented the quantitative findings to elucidate contextual factors influencing outcomes. Quantitative analyses used mixed-model repeated measures to examine changes over time between intervention and control groups, adjusting for covariates such as gender, socioeconomic status, baseline fitness, and prior academic performance. The results revealed that students in the intervention group experienced statistically significant reductions in perceived stress and symptoms of anxiety and depression, and significant improvements in positive affect and overall well-being compared to controls (p < 0.05). Effect sizes ranged from small to moderate (Cohen’s d = 0.30–0.55). Academic performance showed a modest but meaningful improvement in GPA and classroom engagement in the intervention group relative to baseline and to the control group (p < 0.05). Standardized test scores did not show a uniform pattern across all subjects; however, gains were observed in problem-solving and processing speed tasks among participants with higher baseline physical fitness. Mediation analyses suggested that improvements in sleep quality and daytime alertness partially explained the relationship between physical activity and mental health outcomes, which in turn mediated aspects of academic engagement and performance. Qualitative findings corroborated the quantitative results, with students reporting enhanced mood, greater concentration, reduced study-related stress, and improved classroom participation. Teachers observed increased on-task behavior and collaboration but noted the necessity of school-wide scheduling adjustments and sustained resources to maintain program fidelity. The study underscores that structured physical activity, when embedded within a supportive school environment and anchored by behavioral coaching, can yield concurrent benefits for mental health and academic performance. Limitations include the quasi-experimental design, potential self-selection bias, and limited generalizability beyond urban settings. The findings inform school health policies by demonstrating a replicable framework for integrating physical activity into daily routines to promote holistic student outcomes. Future research should explore long-term effects, dose-response relationships, and potential differential impacts by sex, baseline fitness, and academic track.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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Explains the gap between students’ mental well-being, academic performance, and the role of regular physical activity in school settings.

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Objectives of the Project

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1. Identify how a structured physical activity program affects mental health indicators among senior high school students.
2. Examine the relationship between activity participation and academic performance.
3. Compare outcomes between students who participate regularly and those with lower activity levels.
4. Provide actionable recommendations for school policies to integrate activity into daily routines.

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What You Will Do Step by Step

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1. Review existing literature on physical activity, mental health, and academic outcomes in high school populations.

2. Design a structured activity intervention (e.g., 45-minute sessions, 3 times a week) for a defined period.

3. Recruit participants and obtain consent from students and guardians where required.

4. Collect baseline data on mood, stress, and academic metrics (tests, grades).

5. Implement the intervention and monitor adherence.

6. Gather post-intervention data using the same measures.

7. Analyze changes and explore correlations between activity and outcomes.

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Expected Outcome

Anticipate improvements in wellbeing measures and a positive association with academic performance, informing schools on the value of structured activity programs.