Assessing the Impact of School-Based Physical Activity Programs on Student Well-Being in Urban High Schools

Thesis Abstract

The increasing recognition of the importance of physical activity in promoting holistic student development underscores the need to evaluate the effectiveness of school-based physical activity programs in urban high schools, where high-density environments and diverse student populations present unique opportunities and challenges. Despite widespread implementation of these programs, empirical evidence regarding their impact on student well-being remains limited and fragmented, necessitating a comprehensive assessment to inform policy and practice. This study aims to evaluate the influence of school-based physical activity programs on various dimensions of student well-being, including psychological health, social integration, academic engagement, and physical health, within urban high school settings. The specific objectives are to (1) determine the extent of physical activity participation among students, (2) assess the relationship between physical activity levels and psychological well-being, (3) analyze the impact of participation on social connectedness and peer relationships, (4) examine the influence on academic performance, and (5) identify barriers and facilitators to sustained engagement in physical activity programs. Guided by self-determination theory and the social-ecological model, which posit that motivation and environmental factors significantly influence physical activity behavior and well-being outcomes, the research employs a mixed-methods approach to provide a nuanced understanding of the phenomena. The quantitative component adopts a descriptive correlational design involving a stratified random sample of 400 students from five urban high schools. Data is collected using validated instruments such as the Physical Activity Questionnaire for Adolescents (PAQ-A), the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), and a social connectedness scale. Academic performance data is retrieved from school records. Qualitative data is gathered through semi-structured interviews with 30 students, teachers, and program coordinators, facilitating thematic analysis of perceived benefits and challenges associated with the programs. Data analysis involves multiple statistical techniques, including descriptive statistics, Pearson correlation, multiple regression analysis to examine relationships between physical activity levels and well-being outcomes, and ANOVA to compare groups based on participation intensity. Thematic analysis, guided by Braun and Clarke’s framework, is employed for qualitative data to elucidate contextual factors influencing engagement. Validity and reliability of the instruments are established through pilot testing, Cronbach’s alpha assessments, and expert review, ensuring data integrity. Expected findings suggest a positive association between regular participation in school-based physical activity programs and improved psychological well-being, strengthened social bonds, and enhanced academic motivation. The results are anticipated to reveal that environmental and interpersonal factors serve as significant barriers or enablers to sustained engagement, emphasizing the importance of supportive school climates and targeted intervention strategies. The study aims to contribute to scholarly knowledge by providing empirical evidence for policymakers and educators on the efficacy of such programs in promoting student well-being amidst the urban high school context. The main conclusion underscores that school-based physical activity programs are instrumental in fostering holistic student health, with implications for integrating these initiatives into broader educational policies. It recommends establishing comprehensive, inclusive, and accessible physical activity structures, fostering a culture of active participation, and addressing specific barriers identified through the study. Additionally, the research advocates for ongoing assessment and participatory approaches involving students and staff to enhance program effectiveness. Finally, it calls for further longitudinal studies to explore long-term impacts and the scalability of successful program components across diverse urban education systems.