The Journal of school health · 2026
Wearable-Supported Physical Education for Physical Activity and Psychosocial Beliefs in Underserved Adolescents.
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Ryu Suryeon, Kringle Emily, Gao Zan
Аннотация
BACKGROUND: Despite well-established health benefits of moderate-to-vigorous physical activity (MVPA), many youth, especially from low-income households, remain insufficiently active. This study examined the feasibility and preliminary efficacy of a fitness wearable-supported intervention to increase MVPA in physical education (PE) classes among underserved adolescents.
METHODS: Four PE classes (N = 55 enrolled; ages 11-14) at a low-income public school were assigned to either a two-week wearable-supported PE or usual PE, and analyses included the 52 students with pre- and post-assessment data. Feasibility benchmarks (recruitment, retention, data completeness, adherence, dose, technology) were compared against benchmarks set a priori. Between-group differences in change in MVPA (actigraphy) and psychosocial beliefs (questionnaires) were analyzed using ANCOVA or non-parametric equivalent tests.
RESULTS: Recruitment, retention, data collection, and technology adherence benchmarks were met. A significant interaction for MVPA of in-class PE was observed (F(1, 47) = 14.60, p < 0.01, η p 2 = 0.24), favoring the intervention group. No significant improvements in psychosocial beliefs were observed in either group.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools and health professionals may consider integrating digital health tools, aligned with evidence-based pedagogical strategies and behavior change techniques to facilitate health-enhancing physical activity.
CONCLUSIONS: Self-monitoring and real-time feedback via fitness wearables may increase in-class engagement in MVPA among underserved adolescents, however, further studies are warranted to strengthen the evidence in this population.
METHODS: Four PE classes (N = 55 enrolled; ages 11-14) at a low-income public school were assigned to either a two-week wearable-supported PE or usual PE, and analyses included the 52 students with pre- and post-assessment data. Feasibility benchmarks (recruitment, retention, data completeness, adherence, dose, technology) were compared against benchmarks set a priori. Between-group differences in change in MVPA (actigraphy) and psychosocial beliefs (questionnaires) were analyzed using ANCOVA or non-parametric equivalent tests.
RESULTS: Recruitment, retention, data collection, and technology adherence benchmarks were met. A significant interaction for MVPA of in-class PE was observed (F(1, 47) = 14.60, p < 0.01, η p 2 = 0.24), favoring the intervention group. No significant improvements in psychosocial beliefs were observed in either group.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools and health professionals may consider integrating digital health tools, aligned with evidence-based pedagogical strategies and behavior change techniques to facilitate health-enhancing physical activity.
CONCLUSIONS: Self-monitoring and real-time feedback via fitness wearables may increase in-class engagement in MVPA among underserved adolescents, however, further studies are warranted to strengthen the evidence in this population.