Wearable‐Supported Physical Education for Physical Activity and Psychosocial Beliefs in Underserved Adolescents

BACKGROUND: Despite well-established health benefits of moderate-to-vigorous physical activity (MVPA), many youth, especially from low-income households, remain insufficiently active. This study examined the feasibility and preliminary efficacy of a fitness wearable-supported intervention to increase MVPA in physical education (PE) classes among underserved adolescents. METHODS: Four PE classes (N = 55 enrolled; ages 11-14) at a low-income public school were assigned to either a two-week wearable-supported PE or usual PE, and analyses included the 52 students with pre- and post-assessment data. Feasibility benchmarks (recruitment, retention, data completeness, adherence, dose, technology) were compared against benchmarks set a priori. Between-group differences in change in MVPA (actigraphy) and psychosocial beliefs (questionnaires) were analyzed using ANCOVA or non-parametric equivalent tests. RESULTS: = 0.24), favoring the intervention group. No significant improvements in psychosocial beliefs were observed in either group. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools and health professionals may consider integrating digital health tools, aligned with evidence-based pedagogical strategies and behavior change techniques to facilitate health-enhancing physical activity. CONCLUSIONS: Self-monitoring and real-time feedback via fitness wearables may increase in-class engagement in MVPA among underserved adolescents, however, further studies are warranted to strengthen the evidence in this population.