Effect of School-Based Endurance and Strength Exercise Interventions in Improving Body Composition, Physical Fitness and Cognitive Functions in Adolescents

Abstract

The aim of this study was to analyze the effects of different exercise interventions involving chronic exercise (endurance and strength groups) carried out in physical education on physical fitness and cognitive functions. A group of 72 adolescent students from the city of Melilla (Spain) aged between 13 and 17 years old (M = 15.38, SD = 0.78) participated in the current study. A D2 attention test was used in order to analyze selective attention and concentration. Physical fitness was measured through the ALPHA-Fitness battery. The analysis taken indicated a significant relationship between physical fitness level, attention and concentration. Moreover, the intervention resulted in significant reductions in body weight and waist circumference in the resistance and strength groups compared to the control group, indicating positive effects on body composition. All the groups demonstrated enhanced aerobic capacity, as evidenced by improvements in VO2 max after the intervention period. Furthermore, significant enhancements in most attentional measures (TR, TA, O, C, TOT, CON and TR−) were observed across all the groups, with an additional temporary improvement in TR+ for the strength group. Our findings suggest that an 8-week school-based exercise intervention, regardless of specific exercise type (resistance or strength), can positively impact body composition, aerobic capacity and attention in adolescents. These results emphasize the importance of integrating physical activity programs into school environments to promote holistic health and well-being in this population. Future research should focus on elucidating the underlying mechanisms of these effects and exploring the long-term benefits of such interventions.

Keywords

• endurance
• strength
• cognitive
• adolescent
• attention