Enhancing physical activity, knowledge, and self-efficacy in adolescents: a social cognitive theory–based school intervention

This study evaluated the effectiveness of a school-based physical activity (PA) education intervention, informed by Social Cognitive Theory (SCT), on improving PA, knowledge, and self-efficacy among Jordanian adolescents. A randomized controlled trial was conducted with 210 eighth-grade students from four public schools in Jordan, who were randomly assigned to either an intervention or control group (Registration number: NCT05039294). The intervention consisted of a four-week structured program focused on goal setting, peer collaboration, and teacher-facilitated learning. Pre- and post-intervention assessments measured PA levels, self-efficacy, and knowledge. At baseline, both groups were comparable. Following the intervention, the intervention group showed greater improvements in all outcomes, particularly in knowledge and physical activity. Significant time, group, and interaction effects confirmed the positive impact of the program. Self-efficacy was the strongest predictor of PA. The findings support the implementation of SCT-based, culturally tailored school programs to promote sustainable physical activity behaviors among adolescents, particularly in the MENA region.ClinicalTrials.gov identifier: NCT05039294.