An Analysis of the Adjustment Mechanism of Moderate-Intensity Aerobic Exercise Teaching on Negative Emotions in Junior High School Students

Abstract

Junior high school students are highly susceptible to negative emotions due to physiological maturation, academic pressure, and social
challenges. Conventional PE emphasizes motor skills over psychological nurturing, while school-based interventions lack long-term efficacy.
This study proposes and tests a "Physiological-Psychological-Social" three-dimensional adjustment model using moderate-intensity aerobic exercise. One hundred twenty second-year junior high students were randomized to an experimental group receiving an 8-week stratified aerobic
exercise protocol (heart rate 110-130 bpm, three times weekly, 25 minutes per session) or a control group receiving conventional PE. The protocol
matched soothing exercises to anxious students and interactive exercises to those with inferiority or withdrawal. Three mechanisms are identified:
physiologically, exercise regulates neurotransmitter secretion and reduces somatic stress; psychologically, it redirects attention, reduces emotional
internal friction, and enhances resilience; socially, collective exercise optimizes interpersonal interaction and fosters a positive mindset. This research integrates PE with emotional regulation, providing an evidence-based framework for adolescent mental health promotion.