Page 726
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Effects of a 12-Week Football Intervention on Mental Health and
Psychological Resilience in Secondary School Students
1,2
Yang Lei,
1
Syahrul Ridhwan Morazuki
1
Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia
2
Faculty of Physical Education, East China University of Technology
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.917PSY0065
Received: 19 October 2025; Accepted: 24 October 2025; Published: 13 November 2025
ABSTRACT
This study examines the effect of football participation on the mental health of secondary school students and
provides empirical evidence for integrating physical education into school-based mental health intervention. A
total of 80 students from No.2 middle school in Nanchang, Jiangxi Province, were randomly assigned to an
experimental group (n = 40) and a control group (n = 40). The experimental group participated in a 12-week
football training program (three sessions per week, 60–80 minutes each), while the control group received
regular physical education classes. Mental health status was assessed using the Symptom Checklist-90 (SCL-90)
before and after the intervention. Paired-sample t-tests and independent-sample t-tests were used for statistical
analysis. The results indicated no significant differences between the groups prior to intervention (P > 0.05).
However, post-intervention results showed that the experimental group demonstrated significantly lower scores
in obsessive-compulsive symptoms, depression, anxiety, interpersonal sensitivity, hostility, phobic anxiety, and
total SCL-90 score compared to the control group (P < 0.05 or P < 0.01). No significant changes were found in
the control group. These findings suggest that football, as a socially interactive and emotionally engaging team
sport, effectively promotes mental well-being by enhancing self-esteem, emotional regulation, peer support, and
psychological resilience. This study highlights the value of football-based interventions in school mental health
education and offers a feasible model for the integration of “physical activity + psychological support”.
Keywords: Football; Adolescents; Mental health; Intervention; Psychological resilience
INTRODUCTION
Middle schoolers constitute a unique demographic, navigating a pivotal phase of physical and psychological
development while confronting diverse pressures such as academic demands and family dynamics
1,2
. Mental
health challenges have emerged as a critical factor influencing their comprehensive growth
3–5
. As an aerobic
activity, soccer offers stress relief and enhances psychological resilience
3,4
. Through participation in soccer,
secondary students can enhance self-confidence, cultivate perseverance and willpower, and improve self-control
and self-regulation abilities, thereby improving their mental health status
5,6
. Furthermore, soccer promotes
communication and cooperation among students, strengthens team spirit, and fosters a sense of collective honor
and responsibility
7
. Therefore, researching the positive impact of soccer on secondary students' mental health
not only helps understand the current state of mental health issues but also contributes to advancing the
comprehensive development of secondary students and promoting social harmony and stability
8,9
.
Page 727
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Bajwa HA demonstrated that physical exercise and leisure activities exert a positive influence on adolescent
mental health. They found that through participation in physical exercise and leisure pursuits, adolescents can
reduce anxiety and depressive symptoms, enhance self-esteem and self-confidence, and improve their overall
mental wellbeing
10
. Das JK
conducted a review study focusing primarily on positive psychological intervention
methods for adolescent mental health. He summarised multiple intervention strategies, including cognitive
behavioural therapy, emotion regulation training, and social skills training. These approaches can assist
adolescents in actively coping with stress, improving emotional states, and enhancing mental wellbeing
11
. Jacob
US examined factors influencing the mental health of secondary school pupils and proposed educational
countermeasures. He contends that football positively promotes mental wellbeing among secondary school
pupils, enhancing self-confidence, stamina, and resilience to pressure whilst improving psychological health
12
.
McGrane A investigated the effects of football participation on university students' mental health and positive
affect towards sport. Findings revealed that football effectively alleviates psychological stress among university
students, improves their mental health status, and simultaneously enhances athletes' positive affect towards sport,
thereby promoting their physical and mental wellbeing
13
.
Plizga J focused on the effects of high-intensity interval training on athletic performance and health. Findings
indicated that high-intensity interval training significantly enhances athletes' endurance and athletic performance,
while also improving metabolic status and reducing disease risk, thereby exerting positive effects on physical
health
14
. The research conducted by these scholars has highlighted the significance of physical exercise, leisure
activities, and positive psychological interventions for adolescent mental health
15,16
. Their perspectives
collectively support the role of football in promoting mental wellbeing, providing a theoretical foundation for
further exploration and application of relevant strategies.
METHODOLOGY
Experimental Subjects
Eighty secondary school students from Nanchang City, Jiangxi Province, China, were randomly selected as
experimental subjects. They were randomly divided into an experimental group and a control group, each
comprising 40 participants. Both groups completed questionnaires detailing their physical exercise habits.
Results indicated no significant differences between the two groups in terms of age, height, weight, or other
demographic information (P > 0.05). Both groups met the fundamental experimental criteria. Prior to
implementation, participants were informed of the study's objectives and procedures, and all subjects expressed
willingness to participate. Both groups signed accident liability agreements before the experiment commenced.
Basic participant characteristics are detailed in Table 1.
Table 1. Basic Characteristics of Experimental Subjects (n=80)
Group
Gender
Number (n)
Age（y）
Height（m）
Experimental group
Male
28
15.78±0.89
1.58±0.48
Control group
28
15.71±0.61
1.57±0.41
Experimental group
Female
12
15.50±1.05
1.49±0.05
Control group
12
15.67±1.03
1.48±0.04
Page 728
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Experimental Time and Location
The experimental period and location for this study were determined based on the school's teaching schedule. A
12-week teaching experiment was conducted, with the experimental group receiving 12 weeks of football
training intervention, while the control group maintained regular physical education teaching. The intervention
period lasted for 12 weeks, with 3 classes per week, each lasting 60-80 minutes, totaling 36 class hours. The
experimental location was selected at the Nanchang Bayi Sports Field. During the experiment, attendance
records were made according to the teaching progress and content to monitor the students' attendance.
Experimental Implementation and Management
During the intervention implementation process, the research team carried out systematic design and guarantee
in four aspects: organizational management, psychological counseling, assessment feedback, and safety control.
Firstly, in the organizational management aspect, both physical education teachers and researchers jointly
undertook teaching and guidance tasks, ensuring that each course was fully observed and detailedly recorded to
ensure the standardization and scientific nature of the intervention process. Secondly, in the psychological
counseling aspect, a 10-15-minute psychological reflection session was set up every week. Students expressed
their sports experiences and emotional changes by writing "emotional diaries", thereby promoting self-awareness
and psychological adjustment. Thirdly, in the assessment and feedback aspect, process evaluation was conducted
through skill tests, teacher observation records, and student feedback forms, to dynamically grasp the students'
learning progress and psychological changes. Finally, in the safety control aspect, warm-up exercises before
activities and relaxation training after classes were strictly implemented to prevent sports injuries and ensure the
safety and effective implementation of the intervention.
Intervention Structure and Teaching Content
The intervention content of football includes three aspects, basic skills training, team cooperation training, and
competition and psychological counseling. The intervention of football is systematically presented in three
stages, foundation, development, and consolidation. The key teaching points and mental health promotion goals
for each stage are clarified, providing a logical framework for the overall design of the intervention plan.
Table 2. Phases of Football Intervention and Directions of Mental Health Promotion
Stage
Weeks
Teaching Focus
Mental Health Promotion
Basic stage
Week
1 - 4
Basic football skills training
(passing, dribbling, shooting),
interest stimulation and rule
comprehension
Enhance the interest in sports, build
self-confidence, and develop a sense
of teamwork
Development
stage
Week
5 - 8
Offensive and defensive
coordination, tactical training,
team matches, role rotation
Developing cooperative skills,
enhancing responsibility, and
improving emotional regulation
abilities
Consolidation
stage
Week
9 - 12
Class League, Skill
Demonstration, Reflection
Sharing and Psychological
Summary
Promote the experience of
achievement, enhance psychological
resilience and sense of belonging
Page 729
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Specific intervention arrangements
To ensure systematicity and operability, this study has formulated a detailed 12-week teaching intervention plan.
This table 3 specifically presents the teaching themes, main teaching contents, mental health orientation, and
teaching forms for the 12-week intervention, serving as an operational blueprint for the implementation of the
intervention.
Table 3 Twelve-Week Teaching Schedule for Football Intervention Program
Weeks
Teaching Topic
Primary Teaching
Content
Health Psychology
Orientation
Teaching Method
Week 1–2
Introduction to
Football and
Sparking Interest
Introduction to basic
football rules, fun warm-
up exercises, and basic
passing and receiving
ball practice
Stimulate the
interest in sports
and build team
identity
Game-based
teaching, group
collaboration
Week 3–4
Formation of basic
skills
Dribbling, shooting,
short pass combination,
small-sided games
Enhance self-
confidence,
cultivate
communication and
cooperation
Demonstration
teaching,
competitive
training
Week 5–6
Enhancement of
teamwork
coordination
Offensive and defensive
transition training,
passing and cutting
coordination, team
competitions
Enhance the sense
of cooperation and
team cohesion
Situational
teaching, group
competitions
Week 7–8
Emotional and
Responsibility
Cultivation
Role rotation (captain,
referee), adversity game
simulation, tactical
discussion
Cultivate
responsibility and
learn emotional
regulation
Role experience,
psychological
counseling
Week 9–10
Class League
Competition
Self-determined rules
and tactics, formal
leagues
Enhancing
organizational
capabilities and
goal persistence
Inquiry-based
learning,
competition
experience
Week11–12
Outcome
Presentation and
Psychological
Reflection
Skill Challenge
Competition, Growth
Sharing Session,
Psychological
Assessment and
Summary
Strengthening sense
of achievement and
self-efficacy
Exhibition
activities,
reflection and
exchange
Structure design of a single class
This table 4 presents the time allocation for each class of the football intervention course, the teaching content,
Page 730
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
and the mental health promotion goals, demonstrating the systematic nature and psychological orientation of the
course. Each intervention class lasts for 60 to 80 minutes and consists of four sections.
Table 4. Structure and Objectives of a Single Football Intervention Session
Teaching
Time
Teaching Content
Objective
Warm-up and
emotional
introduction
10 minutes
Jogging, dynamic stretching,
fun games
Stimulate positive emotions and
prevent injuries
Skill training
25 minutes
Basic technical or specialized
tactical training
Improve physical fitness and skill
level
Competition and
cooperative tasks
25 minutes
Team competition, situational
contest, role experience
Developing the abilities of
cooperation, communication and
stress resistance
Relaxation and
psychological
reflection
10 minutes
Stretching relaxation, sharing
emotions, summary feedback
Promote self-awareness and emotion
regulation
Mechanisms for Promoting Mental Health
This study constructed a multi-dimensional mechanism for promoting the mental health of middle school
students through systematic football teaching intervention. Firstly, the self-esteem enhancement mechanism,
through hierarchical goal setting and positive feedback from teachers, enables students to continuously gain
successful experiences during the sports activities, thereby enhancing their sense of self-worth. Secondly, the
emotion regulation mechanism helps students identify, express, and effectively regulate their emotional
responses through competitive and cooperative coexisting game-based competitions. Thirdly, the interpersonal
relationship improvement mechanism relies on teamwork and role rotation to enhance students' communication
and understanding skills, promoting support and trust among peers. Fourthly, the self-efficacy enhancement
mechanism strengthens students' belief in and sense of achievement regarding their own abilities through the
gradual improvement of sports skills and role experiences. Finally, the psychological resilience cultivation
mechanism helps students form positive psychological coping strategies when facing failures and pressures
through adversity situation training and school league competitions, cultivating resilient and optimistic
psychological qualities. In summary, this intervention uses football as a carrier and aims to promote the
comprehensive mental health development of middle school students in all aspects.
Psychological Testing
For the use of the Symptom Checklist 90 (SCL-90), it is an effective tool for measuring mental health, capable
of comprehensively assessing the psychological condition of the subjects. This checklist includes ten mental
health factors such as somatization, interpersonal sensitivity, psychosis, obsession, depression, anxiety, hostility,
terror, paranoia, and others. By evaluating these factors, the mental health status of the subjects can be
determined. After filling out the checklist, the mental health status of the subjects can be assessed based on the
scores. Lower scores indicate better mental health, while higher scores indicate poorer mental health. The SCL-
90 can be used for both self-assessment and peer assessment of the subjects. This checklist is widely used
internationally and is one of the few scales currently used in China for assessing psychological states. Regarding
retest reliability (repeated measurement reliability), this is an important indicator for evaluating psychological
Page 731
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
measurement tools. It refers to the probability of obtaining similar results when measuring the same subject at
different time points. In other words, retest reliability can reflect the stability and consistency of the measurement
tool. For the SCL-90, its retest reliability should be within a reasonable range, typically between 0.77 and 0.90.
This indicates that the measurement results of this scale at different time points have a high consistency and
stability, and can accurately reflect the mental health status of the subjects.
RESULTS
Comparison of Mental Health between the Experimental Group and the Control Group before the
Experiment
Table 5 shows the comparison results of the experimental group and the control group before the experiment on
the promoting effect of football on the mental health of middle school students. The experimental group included
40 students, and the control group also included 40 students. The study examined the scores of the two groups
of students under different factor items and conducted a T-test to compare the differences between them. The
following is an analysis of the table data and the conclusion drawn. From the scores of each factor item, the
differences in scores between the experimental group and the control group were not significant in most factor
items. Specifically, the score differences in somatization, obsession, interpersonal sensitivity, depression,
anxiety, hostility, phobia, paranoia, psychosis, and other factor items were within a certain range and were not
statistically significant (P > 0.05). This indicates that in the pre-experimental stage, the impact of football on
these psychological factors was not obvious. It should be noted that the total score of the experimental group
was slightly higher than that of the control group (144.75 vs. 139.55), but the difference was not significant (P >
0.05). Although the total score was slightly higher, from a statistical perspective, this difference was not
significant. Based on the comprehensive analysis of the table data, it can be concluded that in the pre-
experimental stage, the impact of football on various aspects of the mental health of middle school students was
not obvious. Although the total score of the experimental group was slightly higher than that of the control group,
this difference was not significant, and it cannot be concluded that football can significantly promote the mental
health of middle school students. Longer-term experimental observation or the use of other methods may be
needed to verify the impact of football on mental health.
Table 5. Differences before the experiment (n = 80)
Factor item
Experimental group (n=40)
Control group (n=40)
T
P
Somatic symptoms
1.36±0.37
1.42±0.49
-0.654
0.605
Obsession
1.98±0.48
1.94±0.45
0.235
0.815
Socially anxious
Depression
1.61±0.50
1.51±0.39
0.669
0.489
Anxiety
1.74±0.51
1.63±0.41
0.738
0.465
Hostile
1.67±0.41
1.56±0.42
0.829
0.412
Horror
1.61±0.49
1.59±0.50
0.152
0.88
Paranoia
1.45±0.47
1.37±0.34
0.603
0.55
Page 732
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Psychotic
1.51±0.52
1.45±0.23
0.531
0.60
Somatic symptoms
1.44±0.39
1.33±0.28
0.96
0.343
Others
1.63±0.61
1.58±0.36
0.291
0.772
Total score
144.75±33.02
139.55±26.09
0.553
0.584
Comparison of mental health before and after the experiment in the experimental group
Table 6 shows the comparison results of the numerical differences in each factor item of mental health of the
experimental group before and after the football exercise experiment. 40 students participated in the experiment
both before and after. The data lists the average values and standard deviations of each factor item before and
after the experiment, and through T-tests, the differences between the two were compared to evaluate the impact
of football exercise on students' mental health.
The scores of factors such as obsession, depression, anxiety, hostility, terror, and psychosis decreased
significantly after the experiment. The students in the experimental group had a general reduction in the scores
of these mental health factors after the football exercise experiment. Specifically, the reduction in factors such
as obsession, depression, and anxiety was statistically significant (P < 0.05), indicating that football exercise has
a positive effect on alleviating these psychological problems.
The scores of factors such as interpersonal sensitivity and paranoia also decreased after the experiment. Although
the reduction was not as significant as the aforementioned factors, it also showed a statistically significant
decrease in the scores after the experiment compared to before (P < 0.05). This indicates that football exercise
may have a positive impact on improving students' interpersonal sensitivity and paranoid tendencies.
The total score decreased significantly after the experiment. The students in the experimental group had a
significant decrease in the total score after the football exercise experiment (P < 0.01). This indicates that football
exercise has a positive effect on the overall mental health level of the students, alleviating their mental health
problems to a certain extent.
Based on the above analysis, it can be concluded that football exercise has a positive impact on the mental health
of the students in the experimental group. After the experiment, the students' negative psychological factors such
as obsession, depression, and anxiety were significantly improved, and the overall mental health level was
improved. However, the improvement of factors such as interpersonal sensitivity and paranoia still requires
further observation and research. Therefore, football exercise can be regarded as an effective way to promote
mental health, and it has certain reference significance in the mental health education and intervention of middle
school students.
Table 6. Comparison of differences before and after the experiment in the experimental group (n = 80)
Factor item
Before the experiment (n=40)
After the experiment (n=40)
T
P
Somatic symptoms
1.36±0.37
1.23±0.24
1.673
0.111
Obsession
1.98±0.48
1.26±0.45
4.942
0.001
Socially anxious
Depression
1.61±0.50
1.27±0.32
2.826
0.011
Page 733
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Anxiety
1.74±0.51
1.30±0.32
3.322
0.004
Hostile
1.67±0.41
1.27±0.34
3.426
0.003
Horror
1.61±0.49
1.25±0.32
2.823
0.011
Paranoia
1.45±0.47
1.18±0.22
2.508
0.021
Psychotic
1.51±0.52
1.35±0.43
1.105
0.283
Somatic symptoms
1.44±0.39
1.33±0.28
0.96
0.343
Others
1.63±0.61
1.58±0.36
0.291
0.772
Total score
144.75±33.02
139.55±26.09
0.553
0.584
Comparison of mental health before and after the experiment in the control group
Table 7 shows the comparison results of the numerical differences in each factor item of mental health of the
control group before and after the experiment. The average values and standard deviations of each factor item
before and after the experiment are listed in the table. The T-test was used to compare the differences before and
after the experiment, and the corresponding P-values were given to evaluate their statistical significance.
The scores of factors such as somatization, obsession, depression, anxiety, phobia, paranoia, and psychosis did
not show significant changes before and after the experiment. In the control group, the scores of these mental
health factors did not show significant changes before and after the experiment. Specifically, the changes in
factors such as somatization, obsession, depression, anxiety, phobia, paranoia, and psychosis were not
statistically significant (P > 0.05).
The scores of the interpersonal sensitivity and hostility factor items changed slightly before and after the
experiment. The score of the interpersonal sensitivity factor item increased slightly after the experiment, but the
increase was not statistically significant, while the score of the hostility factor item decreased slightly after the
experiment, but this decrease was also not statistically significant. The total score did not show significant
changes before and after the experiment. There was no significant difference in the total score of the control
group before and after the experiment, indicating that the overall mental health level of the control group
remained stable before and after the experiment.
Based on the above analysis, it can be concluded that the mental health level of the control group did not change
significantly before and after the experiment. In contrast, the experimental group showed some positive mental
health changes after the football exercise experiment, such as significant decreases in factors such as depression
and anxiety. This indicates that football exercise may have a certain promoting effect on mental health. However,
further research is needed to determine the mechanism and persistence of this effect. For mental health education
and intervention, these findings provide some reference, but more research is needed to confirm their
effectiveness and applicability.
Table 7. Comparison of differences before and after the experiment in the control group (n = 80)
Factor item
Before the experiment (n=40)
After the experiment (n=40)
T
P
Somatic symptoms
1.42±0.49
1.44±0.42
-0.11
0.913
Page 734
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Obsession
1.94±0.45
1.88±0.45
0.428
0.673
Socially anxious
Depression
1.51±0.39
1.62±0.41
-0.987
0.336
Anxiety
1.63±0.41
1.64±0.46
-0.104
0.918
Hostile
1.56±0.42
1.52±0.38
0.308
0.762
Horror
1.59±0.50
1.36±0.38
1.542
0.14
Paranoia
1.37±0.34
1.39±0.34
-0.193
0.849
Psychotic
1.45±0.23
1.55±0.41
-1.081
0.293
Somatic symptoms
1.33±0.28
1.35±0.31
-0.297
0.77
Others
1.58±0.36
1.65±0.41
-0.531
0.602
Total score
139.55±26.09
141.00±29.08
-0.173
0.865
Comparison of mental health between the experimental group and the control group after the experiment
According to the data provided in Table 8, the changes in the mental health factor items of the control group
before and after the experiment were compared. These factor items include somatization, obsession,
interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia, psychosis, and other factor items, and
the total score changes were also considered.
By conducting a T-test to compare the score changes before and after the experiment, it was found that the score
changes of most factor items before and after the experiment were not significant (P > 0.05). Specifically, the
changes in somatization, obsession, depression, anxiety, terror, paranoia, psychosis, and other factor items did
not show significant differences, indicating that the mental health level of the control group in these factors
remained relatively stable before and after the experiment.
The score of the interpersonal sensitivity factor item slightly increased after the experiment, while the score of
the hostility factor item slightly decreased, but these changes did not have statistically significant differences.
This indicates that in terms of interpersonal sensitivity and hostility, the mental health level of the control group
did not undergo significant changes before and after the experiment. In terms of the total score, the score changes
before and after the experiment also did not show significant differences, indicating that the overall mental health
level of the control group remained stable before and after the experiment.
Based on the above analysis, the mental health level of the control group did not show significant changes before
and after the experiment. In contrast, the experimental group showed some positive mental health changes after
the football exercise experiment, such as significant reductions in factor items like depression and anxiety. This
indicates that football exercise may have a certain promoting effect on mental health. However, further research
is needed to determine the mechanism and sustainability of this effect. For mental health education and
intervention, these findings provide some reference, but more research is needed to confirm their effectiveness
and applicability.
Page 735
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
Table 8. Comparison of differences between the experimental group and the control group after the experiment
(n = 80)
Factor item
Experimental group (n=40)
Control group (n=40)
T
P
Somatic symptoms
1.23±0.24
1.44±0.42
-1.844
0.073
Obsession
1.26±0.45
1.88±0.45
-3.906
0.001
Socially anxious Depression
1.27±0.32
1.62±0.41
-3.308
0.004
Anxiety
1.30±0.32
1.64±0.46
-2.705
0.010
Hostile
1.27±0.34
1.52±0.38
-2.716
0.036
Horror
1.25±0.32
1.36±0.38
-1.002
0.323
Paranoia
1.18±0.22
1.39±0.34
-2.345
0.024
Psychotic
1.35±0.43
1.55±0.41
-1.505
0.140
Somatic symptoms
1.17±0.35
1.35±0.31
-1.727
0.093
Others
1.18±0.29
1.65±0.41
-4.054
0.001
Total score
115.9±22.32
141.00±29.08
-3.062
0.004
DISCUSSION
This study, through a 12-week football intervention program, verified the positive impact of systematic physical
activities on the mental health of middle school students. The experimental results showed that football could
significantly reduce the scores of factors such as obsession, depression, anxiety, and interpersonal sensitivity in
the SCL-90 scale of middle school students, and promote the overall improvement of their mental health level.
This result is basically consistent with the conclusions of related studies, further proving the important role of
physical exercise in adolescent psychological intervention
17–19
.
From the perspective of psychological mechanisms, football, as a high-intensity team sport, not only provides
the physiological regulatory effects brought by aerobic exercise, but also promotes the formation of individual
self-esteem, self-efficacy, and social support through teamwork, role rotation, and competitive situations
20,21
.
The positive sports experience can trigger the internal "positive emotion - resource accumulation" cycle,
enabling students to have stronger psychological resilience and emotional regulation ability when facing
academic and life pressures. This process conforms to Fredrickson's "Positive Emotion Expansion and
Construction Theory" (Broaden-and-Build Theory)
22
. Indicating that the psychological benefits of sports
exercise not only manifest in immediate emotional improvement, but also in the long-term accumulation of
psychological resources and personality growth
23
.
From the perspective of social interaction and team interaction, football provides middle school students with a
social situation that combines equality, cooperation, and competition
24
. Through cooperation and competition,
students can experience trust, collaboration, and a sense of responsibility, promoting positive peer relationships
and social adaptability
25,26
. This is consistent with the conclusion of Schüttoff U on "Team sports can effectively
Page 736
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
promote the social development of adolescents". Team sports not only enhance students' interpersonal
communication skills, but also help reduce loneliness and interpersonal sensitivity, thereby indirectly improving
mental health levels
27
.
From the perspective of emotional regulation and cognition, football helps students release anxiety and tension
during the activity process through exercise load and body feedback, and strengthens positive cognitive patterns
in the process of setting goals and receiving performance feedback. Through continuous successful experiences,
students' self-efficacy and self-worth increase, thereby forming a stable positive psychological state. This is in
line with Bandura's self-efficacy theory, indicating that sports exercise can promote mental health by enhancing
individuals' sense of control and achievement.
This study also has certain limitations. Firstly, the experimental sample comes from a single school in the same
region, and the sample representativeness is relatively limited; secondly, the intervention period is only 12 weeks,
and the long-term maintenance of the intervention effect has not been examined; finally, the mental health
measurement mainly relies on the self-assessment results of the SCL-90 scale, which may be affected by
subjective factors. Future research can expand the sample size, extend the intervention period, and combine
multi-dimensional measurement tools (such as physiological indicators, teacher and parent evaluations) to
improve the reliability and validity of the research.
CONCLUSION
Football has a significant positive effect on the mental health of middle school students. After 12 weeks of
intervention, the experimental group showed significant improvements in psychological indicators such as
anxiety, depression, obsessive-compulsive disorder, and interpersonal sensitivity. The total mental health score
of the experimental group was significantly lower than that of the control group, indicating that football can help
alleviate negative emotions and promote the formation of positive psychological states.
Football can effectively enhance the self-esteem and self-efficacy of middle school students. Team cooperation
and role rotation enable students to gain diverse successful experiences, strengthening self-identity and goal
persistence, thereby forming stronger intrinsic motivation and positive psychological qualities.
Football helps promote the social development and psychological resilience of students. In a cooperative and
competitive sports environment, students improve their social adaptability and emotional regulation through
communication, collaboration, and conflict management, demonstrating higher psychological flexibility and
stress resistance.
In conclusion, football is not only an effective way to promote physical health, but also an important method to
improve the mental health and social adaptability of middle school students. Schools should incorporate football
into the campus mental health education system, establish an education model that integrates sports and
psychology, and promote the coordinated development of students' physical and mental health. In the future, it
can be further verified in larger samples and in multiple regions to test its long-term effects and mechanism
differences, providing more empirical support for sports-based intervention paths in middle school students'
mental health education.
ACKNOWLEDGEMENTS
The author extends heartfelt gratitude to the supervisor of Syahrul Ridhwan Morazuki at Universiti Teknologi
Malaysia for their unwavering guidance, insightful feedback, and steady encouragement throughout every stage
Page 737
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
of this study. Sincere thanks are further extended to the journal’s editor and anonymous reviewers for their
thoughtful critiques and constructive suggestions, which substantially improved the clarity, coherence, and
scientific rigour of the manuscript.
REFERENCE
1. Akos P. Student perceptions of the transition from elementary to middle school. Professional school
counseling. 2002;5(5):339.
2. Borman GD, Rozek CS, Pyne J, Hanselman P. Reappraising academic and social adversity improves
middle school students’ academic achievement, behavior, and well-being. Proc Natl Acad Sci USA.
2019;116(33):16286-16291. doi:10.1073/pnas.1820317116
3. Olmedilla A, Moreno-Fernández IM, Gómez-Espejo V, Robles-Palazón FJ, Verdú I, Ortega E.
Psychological intervention program to control stress in youth soccer players. Frontiers in psychology.
2019;10:2260.
4. Tassi JM, Díaz-García J, López-Gajardo MÁ, Rubio-Morales A, García-Calvo T. Effect of a four-week
soccer training program using stressful constraints on team resilience and precompetitive anxiety.
International Journal of Environmental Research and Public Health. 2023;20(2):1620.
5. Jewett R, Sabiston CM, Brunet J, O’Loughlin EK, Scarapicchia T, O’Loughlin J. School sport
participation during adolescence and mental health in early adulthood. Journal of adolescent health.
2014;55(5):640-644.
6. Guan L, Cheng Z. Impacts of school soccer activities on adolescents’physical health. Revista Brasileira
de Medicina do Esporte. 2022;29(spe1):e2022_0186.
7. Fu Z. The importance of soccer in college life: Building teamwork and resilience. Frontiers in Sport
Research. 2024;6(3). Accessed October 20, 2025. https://www.francis-
press.com/uploads/papers/RBi0J7CEClnE3DZQQWg26dHaY0lUPaE75bQx0Xns.pdf
8. Rocliffe P, Adamakis M, O’Keeffe BT, et al. The impact of typical school provision of physical education,
physical activity and sports on adolescent mental health and wellbeing: A systematic literature review.
Adolescent Res Rev. 2024;9(2):339-364. doi:10.1007/s40894-023-00220-0
9. Firdaus MGI, Sina I, Atqoo RA, Fauzi K, Nurrohim Y, Firdaus GS. Pengaruh olahraga terhadap
kesehatan mental siswa sekolah menengah di smkn 2 pandeglang. Jurnal Ilmiah Multidisiplin Ilmu.
2025;2(3):101-105.
10. Bajwa HA, Iqbal MU, Ali MS, et al. Multidimensional impact of regular physical activity on adolescent
mental health, integrating neurobiological and psychosocial mechanisms: Exercise reduces depression
and anxiety in youth. DEVELOPMENTAL MEDICO-LIFE-SCIENCES. 2024;1(7):20-28.
11. Das JK, Salam RA, Lassi ZS, et al. Interventions for adolescent mental health: An overview of systematic
reviews. Journal of adolescent health. 2016;59(4):S49-S60.
12. Jacob US, Raji NA, Pillay J, Adewuyi HO, Olabode OM. Mental health among secondary school students:
Predictive factor analysis. Universal Journal of Public Health. 2024;12(1):28-36.
13. McGrane A, Bird N, Arten C, O’Sullivan K. “all my problems go away for 90 minutes”: How football
and psychotherapy improves young men’s mental health. Am J Mens Health.
2020;14(5):1557988320959992. doi:10.1177/1557988320959992
14. Plizga J, Jaworski A, Grajnert F, et al. High-intensity interval training-health benefits and risks-literature
review. Quality in Sport. 2024;18:53359-53359.
15. Hale GE, Colquhoun L, Lancastle D, Lewis N, Tyson PJ. Review: Physical activity interventions for the
mental health and well‐being of adolescents – a systematic review. Child Adoles Ment Health.
2021;26(4):357-368. doi:10.1111/camh.12485
16. Li Z, Li J, Kong J, Li Z, Wang R, Jiang F. Adolescent mental health interventions: A narrative review of
Page 738
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XVII October 2025 | Special Issue on Psychology
the positive effects of physical activity and implementation strategies. Frontiers in psychology.
2024;15:1433698.
17. Andermo S, Hallgren M, Nguyen TTD, et al. School-related physical activity interventions and mental
health among children: A systematic review and meta-analysis. Sports Med - Open. 2020;6(1):25.
doi:10.1186/s40798-020-00254-x
18. Dou K. Physical activity involvement and mental health of middle school students. Psychology of Sport
and Exercise. 2024;47:101-487.
19. Da Silva JM, Castilho Dos Santos G, De Oliveira Barbosa R, et al. Effects of a school-based physical
activity intervention on mental health indicators in a sample of brazilian adolescents: A cluster
randomized controlled trial. BMC Public Health. 2025;25(1):539. doi:10.1186/s12889-025-21620-y
20. Rettig J. Self-confidence and collective efficacy in football. In: Football Psychology. Routledge;
2019:226-240. Accessed October 20, 2025.
https://www.taylorfrancis.com/chapters/edit/10.4324/9781315268248-18/self-confidence-collective-
efficacy-football-edson-filho-jean-rettig
21. Wei D, Ren Z, Xue J, Fan Y. Team vs individual sports in adolescence: Gendered mechanisms linking
emotion regulation, social support, and self-efficacy to psychological resilience. Frontiers in Psychology.
2025;16:1636707.
22. Fredrickson BL. The role of positive emotions in positive psychology: The broaden-and-build theory of
positive emotions. American psychologist. 2001;56(3):218.
23. García-Peñas V, Martínez OL, Ruiz EG de LF, Berná JC. Psychological well-being and healthy
personality in sports practice. Retos. 2024;61:49-58.
24. Diederich C, Bieri A. Celebrating goals and surrounding the referee – adapting interaction on the pitch
in times of social distancing in the English premier league. Soccer & Society. 2023;24(7):990-1009.
doi:10.1080/14660970.2023.2250663
25. Roseth CJ, Johnson DW, Johnson RT. Promoting early adolescents’ achievement and peer relationships:
The effects of cooperative, competitive, and individualistic goal structures. Psychological bulletin.
2008;134(2):223.
26. Chen Y, Li J, Chui H, King RB. Peer cooperation and competition are both positively linked with
mastery‐approach goals: An achievement goal perspective. Brit J of Edu Psychol. Published online June
9, 2025:bjep.12784. doi:10.1111/bjep.12784
27. Schüttoff U, Pawlowski T, Downward P, Lechner M. Sports participation and social capital formation
during adolescence*. Social Science Quarterly. 2018;99(2):683-698. doi:10.1111/ssqu.12453