The Influence of Digital Fitness Tools on High School Students' Physical Activity and Exercise
DOI:
https://doi.org/10.57125/FED.2025.12.07Keywords:
digital fitness tools, physical activity, adolescents, action research, sedentary behaviourAbstract
This action research study investigated the impact of digital fitness tools on adolescents’ physical activity behaviours and perceptions through a five-month blended learning intervention conducted in a public Greek high school. The study aimed to explore whether a structured educational program, incorporating fitness apps and wearable devices, could effectively promote healthier activity patterns and more positive attitudes toward exercise. A total of 48 students (24 boys, 24 girls) from two randomly selected 10th-grade classes participated in the intervention. The program followed a single-cycle action research design consisting of planning, implementation, and reflection phases. Weekly sessions alternated between in-class instruction, physical activity in the schoolyard using digital tools, and synchronous online teaching via Webex. Educational materials were also uploaded to an asynchronous e-Class platform. Data collection involved a validated and culturally adapted questionnaire administered pre- and post-intervention to measure device usage, physical activity frequency, exercise attitudes, and app-related perceptions. Quantitative data were analysed using paired-sample t-tests and Cohen’s d in SPSS, with significance set at p < 0.05. Qualitative feedback was also gathered from collaborative projects and class discussions. Findings revealed a statistically significant increase in students’ use of fitness apps and smartwatches, as well as a reduction in sedentary behaviour. Students reported more favourable perceptions of exercise, particularly regarding enjoyment, socialisation, and self-monitoring. The intervention demonstrated the value of integrating digital health tools into school curricula and emphasised the importance of combining technology with pedagogical strategies tosustain engagement. These results suggest that contextually grounded blended learning models can be effective vehicles for promoting active lifestyles among youth. Future research should examine long-term outcomes and adaptation across diverse school settings.
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