Graduate Student Research Symposium 2025

Student mental health in the U.S. is a growing concern, particularly given the amount of time students spend in school. This study explored the impact of a classroom-based physical activity intervention on student affect. Physical activity, known to support overall well-being, was integrated throughout the class period in content-related activities. Data were collected using accelerometers and three types of surveys: a Daily Mood Survey based upon Yale’s Mood Meter, a Long-Term Mood Survey adapted from the PANAS-C, and a Short-Answer Mood Survey with open-ended qualitative questions. Results indicated that the intervention significantly increased classroom physical activity, particularly moderate-to-vigorous intensity. However, no long-term change in mood was observed across the intervention period. The relationship between physical activity levels and mood changes, including short-term, will be discussed. These findings contribute to understanding the role of movement in the middle school classroom and its potential to influence student well-being beyond traditional academic outcomes.