The Impact of School-Based Physical Activity Programs on Academic Performance Among Adolescents in India

Christian Gendemeh¹, Pravin Kumar², Atul khajuria³

Keywords: Adolescents, academic performance, physical activity, school-based programs, India, cognitive function, mixed methods

DOI: 10.63475/yjm.v4i2.0067

DOI URL: https://doi.org/10.63475/yjm.v4i2.0067

Publish Date: 22-09-2025

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Pages: 401 - 405

Downloads: 1

Citation: 0

Author Affiliation:

1 PhD Scholar, Department of Physical Education and Yogic Sciences, Desh Bhagat University, Punjab, India
2 Director, Department of Physical Education and Yogic Sciences, Desh Bhagat University, Punjab, India
3 Director, Department of Allied Health Sciences, Desh Bhagat University, Punjab, India

Abstract

Background: Evidence has suggested that school-based physical activity programs (SBPAPs) including structured physical education, extracurricular sports, and activity-based learningenhance memory and other cognitive functions. However, evidence on whether Indian adolescents can achieve improved cognition or increased academic performance also remains scarce. This study aimed to examine the relationship between SBPAPs and academic performance among Indian adolescents.

Methods: A cross-sectional, mixed study was carried out from October 2024 to March 2025 in public and private secondary schools in Haryana and Punjab, north India. A total of 300 students aged 13 to 17 years were divided into an intervention group (n = 150) who participated in structured physical activity (PA) of at least 150 minutes per week and a comparison group (n = 150) who were involved in less than 30 minutes of PA per week. Academic performance was assessed in terms of composite scores of core subjects, while the level of PA was measured using the Physical Activity Questionnaire for Adolescents. Independent samples t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation analysis were all used for quantitative data handling. Qualitative data gathered from focus group discussions and key informant interviews with a subsample (n = 30) were thematically analyzed.

Results: There were no significant differences in baseline demographics between the groups (p > 0.05). Compared with the comparison group, the intervention group showed significantly higher academic scores (mean = 76.4%, SD = 7.8; mean = 70.6%, SD = 8.4) with a moderate-to-large effect size (t = 6.30, p < 0.001, d = 0.72). A one-way ANOVA found that academic performance differed significantly among PA intensity levels (F(2,297) = 19.44, p < 0.001). There was a moderate positive correlation between PA levels and academic achievement (r = 0.44, p < 0.01). Qualitative findings corroborated quantitative data, showing that physically active students displayed improved concentration, emotional regulation, and academic motivation.

Conclusions: Partaking in structured SBPAPs significantly increases Indian adolescents’ academic performance. These findings imply the necessity of including physical education in the academic curriculum as a low-cost, scalable method for supporting both cognitive growth and educational achievement.

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