IMPACT OF SCHOOL-BASED PHYSICAL ACTIVITY PROGRAMS ON COGNITIVE FUNCTION, ACADEMIC PERFORMANCE, AND MENTAL HEALTH OF ADOLESCENTS IN PAKISTAN

Abstract

Physical inactivity among adolescents has become a growing public health and educational concern in Pakistan, with potential implications for cognitive development, academic achievement, and psychological well-being. This study examined the impact of school-based physical activity programs on cognitive function, academic performance, and mental health among adolescents in Pakistan. Guided by Self-Determination Theory, the study employed a quantitative cross-sectional research design. Data were collected from 400 students aged 13–18 years enrolled in public and private secondary schools using a structured questionnaire, the Physical Activity Questionnaire for Adolescents (PAQ-A), the Adolescent Executive Function Inventory (AEFI), the WHO-5 Well-Being Index, and academic performance records. Stratified random sampling was utilized to ensure representative participation. Descriptive statistics, Pearson correlation, regression analysis, and independent samples t-tests were conducted to analyze the data. The findings revealed that participation in school-based physical activity programs had a significant positive effect on cognitive function (β = .612, p < .001), academic performance (β = .547, p < .001), and mental health (β = .584, p < .001). Students with higher levels of physical activity demonstrated superior attention, memory, problem-solving abilities, academic achievement, emotional well-being, and psychological resilience compared to their less active counterparts. The study concludes that structured school-based physical activity programs serve as an effective mechanism for promoting holistic adolescent development. The findings highlight the importance of integrating comprehensive physical activity initiatives into educational policies and school curricula to enhance learning outcomes and mental health among Pakistani adolescents.