To analyze the effects of an intervention focused on increasing the time and intensity of Physical Education (PE), on adolescents' cognitive performance and academic achievement. A 4-month group-randomized controlled trial was conducted in 67 adolescents from South-East Spain, 2007. Three classes were randomly allocated into control group (CG), experimental group 1 (EG1) and experimental group 2 (EG2). CG received usual PE (two sessions/week), EG1 received four PE sessions/week and EG2 received four PE sessions/week of high intensity. Cognitive performance (non-verbal and verbal ability, abstract reasoning, spatial ability, verbal reasoning and numerical ability) was assessed by the Spanish Overall and Factorial Intelligence Test, and academic achievement by school grades. All the cognitive performance variables, except verbal reasoning, increased more in EG2 than in CG (all P < 0.05). Average school grades (e.g., mathematics) increased more in EG2 than in CG. Overall, EG2 improved more than EG1, without differences between EG1 and CG. Increased PE can benefit cognitive performance and academic achievement. This study contributes to the current knowledge by suggesting that the intensity of PE sessions might play a role in the positive effect of physical activity on cognition and academic success. Future studies involving larger sample sizes should confirm or contrast these preliminary findings.

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Physical fitness is a powerful marker of cardiovascular health already at early stages in life. To promote physical fitness enhancement from the school is therefore needed. The present study describes a school intervention program specifically designed for these purposes, called EDUFIT (EDUcation for FITness). The study was carried out in 2007 and comprised 67 adolescents aged 13+/-1 years from a secondary school who belonged to three different classes. The classes were randomly allocated to control group (CG), experimental group 1 (EG1) and experimental group 2 (EG2). The CG was involved in 2 physical education sessions/week, the EG1 was involved in 4 physical education sessions/week (volume increased) and the EG2 was involved in 4 physical education sessions/week of high intensity (volume+intensity increased). Several health parameters were assessed before and after a 16-weeks intervention: physical fitness, body composition, lipid-metabolic profile, ventilatory parameters, blood pressure, and cognitive and academic performance. The intervention was feasible and well-tolerated. There were high participation and adherence rates, i.e. 96% (n=67) and 84% (n=56) respectively. Yet not always significant (0,1>P>0,05), we observed that the adolescents who satisfactory complete the program showed better cognitive and academic performance, and worse levels of adiposity, diastolic tension, handgrip strength and maximal expiratory pressure. The hypothesis of the EDUFIT study is that to double the number of physical education classes will improve physical fitness in adolescents. The confirmation of the hypothesis could have important public health implications.

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