Four-Year Longitudinal Associations Between Effort in Physical Education Classes and Fitness Outcomes in UK Adolescents

BACKGROUND: Student engagement and effort in physical education (PE) can influence long-term physical fitness development. This study examined whether self-reported effort in PE (ePE) predicts changes in physical fitness among English secondary school students. METHODS: A 4-year longitudinal study involved 1422 adolescents from 9 public schools in the East of England. Assessments took place at years 7, 9, and 11 (year 7 = 12 [0.5] y), measuring aerobic fitness, muscular strength, and muscular power. ePE was self-reported using the Physical Activity Questionnaire for Adolescents. Latent growth curve models examined changes in fitness over time, and whether these associations were modified by sex, body mass index (BMI), or socioeconomic status (via Index of Multiple Deprivation). RESULTS: Girls had lower baseline fitness and smaller gains over the 4-year period than boys across aerobic fitness, muscular power, and muscular strength. Higher baseline BMI and living in a disadvantaged area were associated with lower initial fitness, and changes in BMI influenced longitudinal changes in fitness. Baseline ePE positively predicted all baseline fitness measures, with aerobic fitness showing the strongest association. Change in ePE over time was the strongest predictor of improvements across all fitness components. CONCLUSION: Effort in PE classes supports long-term fitness development. Interventions that encourage students to be active and engaged in PE may benefit all adolescents, especially girls and those with higher BMI or from disadvantaged areas. These findings highlight the value of promoting effortful participation in PE to enhance adolescent health and physical fitness.