Design and evaluate a school-based digital fitness program to improve adolescent physical activity

Thesis Abstract

The increasing prevalence of sedentary lifestyles among adolescents poses significant health risks, including obesity, cardiovascular disease, and mental health issues, necessitating innovative intervention strategies to promote sustained physical activity within this demographic. This study aims to design, implement, and evaluate a school-based digital fitness program tailored to enhance physical activity levels among adolescents aged 12 to 16 years. The research objectives include assessing the program's effectiveness in increasing daily physical activity, examining changes in motivation and self-efficacy, and identifying the role of digital engagement in sustaining behavioral change. Employing a mixed-methods research design, the study integrates quantitative and qualitative approaches to yield a comprehensive understanding of the program's impact. The quantitative component adopts a quasi-experimental pretest-posttest control group design involving a total sample of 300 adolescents from six secondary schools, randomized into intervention (n=150) and control groups (n=150). The intervention group participates in the developed digital fitness program over 12 weeks, while the control group maintains their usual physical activity routines. Data collection instruments include the International Physical Activity Questionnaire for Adolescents (IPAQ-A), a validated self-efficacy scale, and a program engagement questionnaire. Additionally, focus group discussions and individual interviews provide qualitative insights into participant experiences and contextual factors influencing participation. Data analysis employs descriptive statistics to profile the sample, paired t-tests and ANCOVA to assess differences in physical activity levels and psychological constructs pre- and post-intervention, and multiple regression analysis to explore predictors of behavior change. Thematic analysis is applied to qualitative data to identify emerging themes related to motivation, barriers, and digital engagement. Validity and reliability of instruments were confirmed through pilot testing, Cronbach’s alpha coefficients exceeding 0.80, and expert reviews. Expected findings suggest that the digital fitness program will significantly increase adolescents’ physical activity levels, improve self-efficacy, and enhance intrinsic motivation compared to the control group. Moreover, digital engagement is anticipated to correlate positively with sustained participation and behavioral change. These outcomes are expected to substantiate the effectiveness of integrating technology-mediated interventions within school settings for adolescent health promotion. This research contributes to the existing body of knowledge by providing empirical evidence on the design and evaluation of scalable digital interventions targeting adolescent physical activity. It extends theoretical frameworks such as Self-Determination Theory and Social Cognitive Theory to the digital context, offering insights into motivation and behavior change mechanisms relevant to technology-driven health interventions. The study concludes that school-based digital fitness programs are viable and effective tools for promoting physical activity among adolescents. Recommendations include integrating such programs into school curricula, leveraging existing digital platforms for broader outreach, and fostering collaborative engagement among educators, parents, and health practitioners. Future research should explore long-term sustainability, gender-specific responses, and the integration of gamification elements to further enhance engagement and outcomes. The findings aim to inform policymakers, educators, and health professionals seeking innovative strategies to combat adolescent inactivity and promote lifelong healthy behaviors.