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<p>Although physical activity is known to support mental health, the specific effects of structured Physical Education interventions across different school levels remain insufficiently understood, limiting evidence-based guidance for educators and policymakers. To address this gap, a systematic review was performed of studies published between 2014 and 2024 that examined the effectiveness of Physical Education interventions in improving mental health outcomes among students aged six to 18&#xa0;years. The review focused on differences in well-being constructs (e.g., self-esteem, body image) and distress-related outcomes (e.g., anxiety, stress), across educational stages. In accordance with the 2020 PRISMA guidelines, studies were retrieved from PubMed, Cochrane Library, Web of Science, Scopus, SPORTDiscus, PsycINFO, and ERIC. A total of 22 studies including 23,730 participants met inclusion criteria, and risk of bias and methodological quality were assessed using Cochrane tools. Findings indicate that Physical Education interventions positively influence mental health in schoolchildren and adolescents, with effects varying according to activity type and educational stage. In primary school, programs involving yoga, mindfulness, gymnastics, active games, and innovative pedagogical models mainly enhanced resilience, mood, self-esteem and physical self-concept, and reduced anxiety. In secondary school, interventions based on sports, dance, physical circuits and pedagogical models promoted emotional intelligence, emotion regulation, self-esteem and body self-concept, and decreased anxiety. In baccalaureate, yoga, mindfulness and physical training programs improved emotional regulation, self-regulation and body image perception. These results demonstrate that targeted Physical Education programs can effectively promote psychological well-being and alleviate stress across educational stages, providing evidence-based guidance for educators and policymakers to design age-appropriate interventions that address this previously underexplored area.</p>

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Effectiveness of Physical Education Interventions on Mental Health in Children and Adolescents: A Systematic Review of Wellbeing and Distress Across Educational Levels

  • 期刊论文

  • 发表日期：

    2025年10月13日

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  • Gracia Cristina Villodres,
  • Miriam Rodríguez-Mérida,
  • Rocío Vizcaíno-Cuenca,
  • José Joaquín Muros

摘要

Although physical activity is known to support mental health, the specific effects of structured Physical Education interventions across different school levels remain insufficiently understood, limiting evidence-based guidance for educators and policymakers. To address this gap, a systematic review was performed of studies published between 2014 and 2024 that examined the effectiveness of Physical Education interventions in improving mental health outcomes among students aged six to 18 years. The review focused on differences in well-being constructs (e.g., self-esteem, body image) and distress-related outcomes (e.g., anxiety, stress), across educational stages. In accordance with the 2020 PRISMA guidelines, studies were retrieved from PubMed, Cochrane Library, Web of Science, Scopus, SPORTDiscus, PsycINFO, and ERIC. A total of 22 studies including 23,730 participants met inclusion criteria, and risk of bias and methodological quality were assessed using Cochrane tools. Findings indicate that Physical Education interventions positively influence mental health in schoolchildren and adolescents, with effects varying according to activity type and educational stage. In primary school, programs involving yoga, mindfulness, gymnastics, active games, and innovative pedagogical models mainly enhanced resilience, mood, self-esteem and physical self-concept, and reduced anxiety. In secondary school, interventions based on sports, dance, physical circuits and pedagogical models promoted emotional intelligence, emotion regulation, self-esteem and body self-concept, and decreased anxiety. In baccalaureate, yoga, mindfulness and physical training programs improved emotional regulation, self-regulation and body image perception. These results demonstrate that targeted Physical Education programs can effectively promote psychological well-being and alleviate stress across educational stages, providing evidence-based guidance for educators and policymakers to design age-appropriate interventions that address this previously underexplored area.