Running as a Psychoeducational Intervention for Reducing Anxiety in Adolescents
DOI:
https://doi.org/10.17309/tmfv.2026.3.23Keywords:
social science education, inclusion, SEN/SLD, blended approach, innovative teachingAbstract
Background. Adolescence is a developmental stage characterised by increased vulnerability to anxiety and emotional dysregulation. Physical activity, particularly aerobic exercise such as running, has been identified as a potentially effective and accessible strategy for promoting mental health; however, evidence from structured and inclusive school-based interventions remains limited, especially for adolescents with Special Educational Needs (SEN) and Specific Learning Disorders (SLD).
Objectives. This study aimed to evaluate the effectiveness of a structured running programme in reducing state and trait anxiety among adolescents, and to examine its impact on self-efficacy and emotional well-being, including in students with SEN/SLD.
Materials and Methods. A mixed-methods experimental design with pre-test (T0) and post-test (T1) measures was adopted. The sample consisted of 60 adolescents (aged 13–17 years), divided into an experimental group (n = 30) and a control group (n = 30). The experimental group participated in an 8-week running programme (three sessions per week, 30–40 minutes per session, moderate intensity), while the control group followed regular school activities. Quantitative data were collected using the STAI-C for state and trait anxiety, a self-efficacy scale, and measures of emotional well-being, and were analysed using paired t-tests and repeated-measures ANOVA. Qualitative data were collected through journals, interviews, and guided reflections, and analysed using thematic analysis.
Results. The experimental group showed significant reductions in state anxiety (T0: M = 42.6, SD = 6.1; T1: M = 35.2, SD = 5.4; t(29) = 6.84, p < .001, d = 1.25) and trait anxiety (T0: M = 44.1, SD = 5.8; T1: M = 38.7, SD = 5.2; t(29) = 5.12, p < .001, d = 0.94), while no marked changes were observed in the control group (p > .05). Repeated-measures ANOVA revealed significant group × time interactions for state anxiety (F(1,58) = 21.47, p < .001, η²p = .27) and trait anxiety (F(1,58) = 16.83, p < .001, η²p = .22). Self-efficacy increased notably in the experimental group (T0: M = 27.4, SD = 4.3; T1: M = 32.1, SD = 4.0; t(29) = −5.76, p < .001, d = 1.05), with no significant change in the control group. Emotional well-being also improved substantially (F(1,58) = 14.62, p < .001, η²p = .20). Comparable effects were observed in adolescents with and without SEN/SLD. Qualitative findings supported these results, highlighting improvements in emotional regulation, body awareness, self-efficacy, and social connectedness.
Conclusions. Under structured conditions involving moderate intensity, regular frequency, and psychoeducational support (e.g., mindful running and goal setting), running programmes can significantly reduce anxiety and enhance psychological well-being in adolescents. The intervention appears particularly effective for individuals with higher baseline anxiety and is adaptable to inclusive educational contexts, including students with SEN/SLD. These findings support the use of structured running as a scalable and evidence-based strategy for promoting adolescent mental health in school settings.
Downloads
References
Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
Compas, B.E., Jaser, S.S., Bettis, A.H., Watson, K.H., Gruhn, M.A., Dunbar, J.P., Williams, E., & Thigpen, J.C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939-991. https://doi.org/10.1037/bul0000110 DOI: https://doi.org/10.1037/bul0000110
Engel, G.L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129-136. https://doi.org/10.1126/science.847460 DOI: https://doi.org/10.1126/science.847460
World Health Organization. (2018). Global action plan on physical activity 2018-2030. WHO.
Lubans, D.R., Richards, J., Hillman, C.H., Faulkner, G., Beauchamp, M.R., Nilsson, M., … Biddle, S.J. H. (2016). Physical activity for cognitive and mental health in youth: A systematic review of mechanisms. Pediatrics, 138(3), e20161642. https://doi.org/10.1542/peds.2016-1642 DOI: https://doi.org/10.1542/peds.2016-1642
Deci, E.L., & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Ekkekakis, P., Hall, E.E., & Petruzzello, S.J. (2011). Variation and homogeneity in affective responses to physical activity of varying intensities: An alternative perspective on dose-response based on evolutionary considerations. Journal of Sports Sciences, 23(5), 477-500. https://doi.org/10.1080/02640410400021492 DOI: https://doi.org/10.1080/02640410400021492
Erickson, K.I., Hillman, C., Stillman, C.M., Ballard, R.M., Bloodgood, B., Conroy, D.E., … Kramer, A.F. (2019). Physical activity, cognition, and brain outcomes: A review of the 2018 physical activity guidelines. Medicine & Science in Sports & Exercise, 51(6), 1242-1251. https://doi.org/10.1249/MSS.0000000000001936 DOI: https://doi.org/10.1249/MSS.0000000000001936
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: An underestimated investment in human capital? Journal of Physical Activity and Health, 10(3), 289-308. https://doi.org/10.1123/jpah.10.3.289 DOI: https://doi.org/10.1123/jpah.10.3.289
Nelson, J.M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17. https://doi.org/10.1177/0022219410380299 DOI: https://doi.org/10.1177/0022219409359939
Biddle, S.J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146-155. https://doi.org/10.1016/j.psychsport.2018.08.011 DOI: https://doi.org/10.1016/j.psychsport.2018.08.011
World Health Organization. (2020). Guidelines on physical activity and sedentary behaviour. WHO.
Dishman, R.K., Berthoud, H.R., Booth, F.W., Cotman, C.W., Edgerton, V.R., Fleshner, M.R., … Zigmond, M.J. (2006). Neurobiology of exercise. Obesity, 14(3), 345-356. https://doi.org/10.1038/oby.2006.46 DOI: https://doi.org/10.1038/oby.2006.46
Mehling, W.E., Gopisetty, V., Daubenmier, J., Price, C.J., Hecht, F.M., & Stewart, A. (2011). Body awareness: Construct and self-report measures. PLoS ONE, 6(5), e18891. https://doi.org/10.1371/journal.pone.0018891 DOI: https://doi.org/10.1371/journal.pone.0018891
Locke, E.A., & Latham, G.P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705 DOI: https://doi.org/10.1037/0003-066X.57.9.705
Schon, D.A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Rodriguez-Ayllon, M., Cadenas-Sanchez, C., Esteban-Cornejo, I., Migueles, J.H., Mora-Gonzalez, J., Henriksson, P., … Ortega, F.B. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Sports Medicine, 49(9), 1373-1398. https://doi.org/10.1007/s40279-019-01099-5 DOI: https://doi.org/10.1007/s40279-019-01099-5
Gross, J.J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26. https://doi.org/10.1080/1047840X.2014.940781 DOI: https://doi.org/10.1080/1047840X.2014.940781
Domschke, K., Stevens, S., Pfleiderer, B., & Gerlach, A.L. (2010). Interoceptive sensitivity in anxiety and anxiety disorders: An overview and integration of neurobiological findings. Clinical Psychology Review, 30(1), 1-11. https://doi.org/10.1016/j.cpr.2009.08.008 DOI: https://doi.org/10.1016/j.cpr.2009.08.008
Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics, 5(4), 255-264. https://doi.org/10.1007/s12519-009-0047-4 DOI: https://doi.org/10.1007/s12519-009-0049-7
Matta Mello Portugal, E., Cevada, T., Sobral Monteiro-Junior, R., Teixeira Guimarães, T., da Cruz Rubini, E., Lattari, E., … Deslandes, A.C. (2013). Neuroscience of exercise: From neurobiological mechanisms to mental health. Neuropsychobiology, 68(1), 1-14. https://doi.org/10.1159/000350946 DOI: https://doi.org/10.1159/000350946
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fabiola Palmiero, Federica Badii Esposito, Maria Giovanna Tafuri
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
