ORIGINAL RESEARCH article
Front. Public Health
Sec. Public Mental Health
Volume 13 - 2025 | doi: 10.3389/fpubh.2025.1662196
This article is part of the Research TopicYouth Mental HealthView all articles
Effects of sedentary discontinuous intervention on physiological function and mental health of middle school students
Provisionally accepted
- 1Xinjiang Normal University, Urumqi, China
- 2Chongqing Tongnan Experimental Middle School, Chong Qing, China
- 3Institute for Teacher Advancement of Tongnan District, Chongqing, China
- 4Qingdao University of Technology, Qingdao,Shan Dong, China
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To investigate effects of sedentary discontinuity on adolescents' health and inform school interventions.180 junior high students underwent a 1-year intervention. The experimental group performed 4 daily classroom microbreaks (5-8 min), while controls maintained routine. Pre/post-intervention measurements included: body composition, blood pressure, heart rate variability (HRV), diopter, and VO₂max.Baseline measures showed no group differences (P>0.05). Post-intervention, the experimental group demonstrated:↓Body fat%, systolic/diastolic blood pressure, and diopter.↑VO₂max, muscle mass, and HRV parameters (SDNN, RMSSD, LF, HF, TP, LF/HF ratio).Significant improvements were observed in learning burnout , depression levels, and peer relationships following the intervention.All changes were significant vs. controls (P<0.05).Sedentary discontinuous intervention improves adolescents' cardiometabolic health and reduces cardiovascular risks. Schools should implement structured recess exercise programs.To explore the effects of sedentary discontinuity on the physical and mental health of middle school students, and to provide reference for improving the health level of middle school students.
Keywords: middle school students, Being sedentary, intermittent intervention, Mental Health, physical health
Received: 08 Jul 2025; Accepted: 05 Sep 2025.
Copyright: © 2025 Li, Tang, Yan and Yan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Wanjun Li, Xinjiang Normal University, Urumqi, China
Bingcai Yan, Qingdao University of Technology, Qingdao,Shan Dong, China
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