Background: School-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical activity intervention titled School in Motion (ScIM) on academic performance in adolescents. Methods: Thirty secondary schools in Norway were cluster-randomized into three groups: the Physically active learning (PAL) group (n = 10), the Don’t worry – Be Happy (DWBH) group (n = 10) or control (n = 10). Target dose in both intervention groups was 120 min/week of additional PA during school hours. Parental consent was obtained from 2084 adolescent students (76%). Standardized national tests in reading and numeracy was conducted at baseline and at the end of the intervention. We used linear mixed model to test intervention effects. We found significant intervention effects in numeracy and reading among students in both interventions when compared with controls. Results: The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5; Cohen’s d = 0.12) and 2.0 (95% CI: 1.4 to 2.7; Cohen’s d = 0.23) points in favour of students in the PAL and DWBH intervention, respectively. Similar results were found for reading, where the mean difference in change was 0.9 (95% CI 0.2 to 1.6; Cohen’s d = 0.06) and 1.1 (95% CI 0.3 to 1.9; Cohen’s d = 0.18) points in favour of students in the PAL and DWBH intervention, respectively. When conducting intention to treat analysis with imputed data the estimates were attenuated and some no longer significant. Conclusion: The ScIM study demonstrates that two different school-based PA interventions providing approximately 120 min of additional PA weekly over nine months, significantly improved numeracy and reading performance in 14-year old students compared with controls. However, the results should be interpreted with caution as the effect sizes reported were very small or small and the estimates were attenuated when conducting intention to treat analysis. Despite this, our results are still positive and suggest that PA interventions are viable models to increase academic performance among adolescents. Trial registration: Retrospectively registered (25/01/2019): NCT03817047.

The aim of this study is to review the literature on lifestyle sports and lifestyle sport contexts with regard to the developmental potential they may represent in young people’s everyday lives. The review applies a relational developmental systems approach to youth development. The eligibility criteria are based on the phenomenon of interest and outcomes. Hence, we include studies examining the associations between young people performing lifestyle sports and potential developmental outcomes: mental, biological, social, and behavioral. The present study shows that the volume of research on informal lifestyle sport is rather extensive and that studies on the way these activity contexts may affect developmental processes in youth are diverse and wide ranging. The studies suggest that performing lifestyle sports may have several beneficial health and skills outcomes. Furthermore, positive associations are suggested between involvement in lifestyle sport contexts such as climbing, snowboarding, parkour, tricking, kiting, and surfing and (a) mental outcomes such joy, happiness, freedom, euphoria, motivation, self-efficacy, and well-being; (b) social outcomes such as gender equality, network building, social inclusion, interaction, friendship; and (c) behavioral outcomes such as identity, creativity, and expressions of masculinity and/or femininity. The review performed indicates that lifestyle sport contexts are flexible according to needs and desires that exist among the practitioners and that the human and democratic origins of these contexts make them supportive for positive movement experiences and for positive youth development. The findings have implications for PE teachers, social workers, policymakers, sport organizations, and urban architecture, in that providing lifestyle sport opportunities in the everyday lives of young people will foster a holistic development in a positive way.

Inclusion in play, physical education, outdoor life, organized sports, and other movement-based activities can promote resilience and support physical, emotional, and social well-being. These arenas are particularly important for reducing health disparities and preventing social marginalization across the lifespan. Yet, children and adolescents from vulnerable or disadvantaged backgrounds encounter persistent barriers to participation, rooted in broader inequalities related to their socioeconomic position, disability, gender, ethnicity, and access to supportive environments. This perspective outlines how inclusive movement contexts, when informed by developmental systems theory and resilience frameworks, can interrupt trajectories of marginalization and promote long-term equity in health, education, and work inclusion. We emphasize the need for interdisciplinary approaches, combining longitudinal and qualitative methods, to uncover how vulnerability and participation interact dynamically over time. By integrating insights from developmental science, education, public health, and spatial ecology, we identify strategic pathways for research and action. Addressing these challenges requires coordinated efforts across sectors and stakeholders to co-create inclusive, context-sensitive interventions.

Participation in organized sports may have a positive effect on mental health, but documentation is based on methodological limitations. The objective of this study was to investigate the influence of dropout from organized youth sport on change in mental health and subjective well-being. A total of 1046 young persons (13–18 years old), all participating in organized sport at baseline, were included. Data on mental health and subjective well-being were collected at baseline and again after two years. Participants who were into organized sports and participants who reported other types of informal movement activity two years later reported less increase in negative affect over time compared to participants who had dropped out of sports and did not get involved in other types of movement activity. For positive affect, there was a credible difference in change between those who dropped out of organized sport but did not get involved in an alternative physical activity and those who were still active in organized sports. The results indicate that dropout from traditional youth sports might have a negative influence on well-being, but involvement in other types of informal and negotiable movement contexts might buffer the potential negative effects.

Despite growing knowledge emphasizing benefits of physical activity, the inactivity rate in youth seems to remain. The present study suggests that one reason for this is lack of knowledge about the inactive and that exploration of differences in every daily life-challenges of inactive and active youth are needed. Applying multivariate analysis of variance and classification and regression tree analysis, differences between the two groups were seen. Results show associations between demographic variables and inactivity, yet when adding psycho-social variables, the accuracy improved significantly. The results suggest that inactive youth seem to live more challenging lives compared to their active peers. When we feed statistical analyses with only demographic data such as age, gender, social class and ethnicity, we may fail to examine the role of important psycho-social variables and thus miss beneficial knowledge about inactive youth and a pedagogical potential for developing appropriate interventions.