Classroom Physical Activity in University Students

N/ANot Yet RecruitingNCT07594457

Anhui Medical University80 enrolled

Overview

The goal of this study is to learn if a classroom-based physical activity program can improve academic self-efficacy in university students. The main question it aims to answer is: Do students who take part in classroom-based physical activities have higher academic self-efficacy scores than students who do not? Researchers will compare students in classrooms that do the physical activity program to students in classrooms that continue their usual class routine (no extra activities). Participants will: If in the activity group: take part in one time per day, five times a week, a total of eight weeks during regular classes. If in the control group: attend classes as normal. Complete a questionnaire about their academic self-efficacy.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Enrollment

Conditions

Academic Self-efficacy

Interventions

Participants in this group will take part in short physical activity breaks during their regular classroom sessions. Each break lasts about 5 to 10 minutes and includes simple movements such as standing up, stretching, walking in place, or light aerobic exercises. These breaks will occur 5 times per week over 8 weeks. A trained instructor or a pre-recorded video will guide the activities.

Eligibility

Sex: ALLMin age: 18 YearsMax age: 26 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Full-time university students aged 18-26 years * Able to stand and walk independently * Willing to participate in the 8-week intervention and assessments Exclusion Criteria: * Self-reported history of lower extremity injury or surgery in the past 6 months * Diagnosed neurological or vestibular disorders affecting balance * Regular participation in structured balance or physical activity training outside the study * Any medical condition that prevents safe performance of physical activity

Outcomes

Primary Outcomes

academic self-efficacy

Academic Self-Efficacy measured by the Chinese version of the Academic Self-Efficacy Scale, ASES-C，which is an 8-item, unidimensional scale using a 7-point Likert scale. The scoring range is from 8 to 56. A higher score indicates a better outcome (higher academic self-efficacy).

Time frame: Baseline, week 8