Increasing adolescents cognitive functioning through physical education

Rationale: Adolescence represents a crucial stage in the maturation of executive functioning (e.g. working memory and inhibition) and mental health (i.e. behavioural and emotional functioning, and self-concept), which both are important predictors of academic achievement. In this study we examine whether aerobic and cognitively engaging physical education (PE) lessons may improve executive functioning and mental health. We hypothesize that improved executive functioning and mental health may translate into enhanced academic achievement. The findings of this study might be relevant for policy makers and schools, because more intensive and cognitively demanding PE lessons might be more beneficial for adolescents’ cognitive functioning (including executive functioning, mental health and academic achievement) than regular PE lessons.

Objective: The primary objective is to examine the causal effects of intensive and cognitively demanding PE on executive functioning, mental health and academic achievement in healthy adolescents. Secondary objectives are examining the causal effects of a physical activity intervention during PE classes on physical fitness, school absence and switching towards other school tracks of adolescents.

Study design: We will use a cluster randomized controlled trial (RCT), with a control and an experimental group.

Study population: Healthy adolescents from the Netherlands, 13-15 years old
Intervention: The control group will receive regular PE lessons and the intervention group will receive more intensive and cognitively demanding PE lessons. Both groups will receive two one-hour sessions of PE as part of their school curriculum per week, during 14 weeks.

Main study parameters/endpoints: The primary outcome measures of the present study are: executive functioning (inhibition and working memory), mental health (depression and anxiety symptoms, ADHD-symptoms and self-concept) and academic achievement (spelling and mathematics). The secondary outcome measures are implementation measures and physical fitness. Finally, school absence and switching of educational level will be measured.

Adolescence represents a crucial stage in the maturation of executive functioning (e.g. working memory and inhibition) and mental health (i.e. behavioral and emotional functioning, and self-concept), which both are important predictors of academic achievement. In this study we examine whether aerobic and cognitively engaging physical education (PE) lessons may improve executive functioning and mental health. We hypothesize that improved executive functioning and mental health may translate into enhanced academic achievement.

Measurements at baseline and after the intervention in both the intervention as well as the control group

The control group will receive regular PE lessons and the intervention group will receive more intensive and cognitively demanding PE lessons. Both groups will receive two one-hour sessions of PE as part of their school curriculum per week, during 14 weeks.