Physical Education and Mental Health: A 12-Week Program in General Unified Baccalaureate (BGU)
DOI:
https://doi.org/10.64747/jjf79j95Keywords:
physical education, mental health, adolescence, anxiety, well‑beingAbstract
The present study aimed to examine the impact of a twelve-week Physical Education program on psychological well-being and anxiety among students of the General Unified Baccalaureate level at a public high school in Guayaquil, Ecuador. A total of sixty adolescents aged fifteen to seventeen participated in a quasi-experimental pre-post design. The intervention program combined aerobic-functional circuit training with playful group activities, conducted three times per week to encourage active engagement and cooperative learning. The WHO‑5, GAD‑7, and PAQ‑A instruments were administered before and after the intervention, complemented by group interviews to explore participants’ perceptions. The results indicated a significant improvement in overall well-being and physical activity levels, alongside a notable decrease in anxiety symptoms. Qualitative findings revealed enhanced social cohesion and improved coping with academic stress. These outcomes suggest that a structured and context-sensitive Physical Education curriculum can serve as a feasible school-based strategy to foster mental health and holistic well-being among adolescents.
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