SSRScientific and Social Research2661-43322981-9946Bio-Byword Scientific Publishing Pty. Ltd.10.26689/ssr.v8i4.14922ArticleEmbodied Learning: A Qualitative Study on Extracurricular Exercise, Psychological Capital, and Academic Experience of High School Seniorshttps://artdesignp.com/journal/SSR/8/4/10.26689/ssr.v8i4.14922LuoFanrui,XuXiao2026842026-05-25This study employs autoethnographic methods, using the researcher and three classmates as research subjects, to explore the impact of extracurricular exercise on psychological well-being and learning experience during the senior year examination preparation period. Through two weeks of learning journal records and semi-structured in-depth interviews, the study found that: (1) Regular exercise significantly enhances learning focus and problem-solving flexibility through emotional regulation mechanisms; (2) Appropriate blurring of the “exercise-learning” boundary helps expand cognitive flexibility and promotes interdisciplinary thinking; (3) “Time anxiety” under the examination-oriented culture is the main barrier restricting high school seniors’ participation in exercise. The study suggests that high school education should reconstruct the “effective learning” time politics, integrate the mind-body connection into the examination preparation support system, and provide more humanistic academic guidance for high school seniors.

Hillman CH, Erickson KI, Kramer AF, 2008, Be Smart, Exercise your Heart: Exercise Effects on Brain and Cognition. Nature Reviews Neuroscience, 9(1): 58–65.

Sibley BA, Etnier JL, 2003, The Relationship between Physical Activity and Cognition in Children: A Meta-analysis. Pediatric Exercise Science, 15(3): 243–256.

Xiang X, Wang Q, 2022, Physical Exercise Improves Academic Performance: Based on CNKI Meta-analysis Evidence. Mobile Information Systems, 2022, 1106573.

Chen Z, 2019, The Relationship between Physical Activity and Academic Performance among Middle School Students: A Cross-sectional Study. Journal of Sports Science, 39(5): 45–52.

Kvalø SE, Bru E, Brønnick K, et al., 2017, Effect of a School-based Physical Activity Intervention on Academic Performance. JAMA Pediatrics, 171(9): 839–845.

Luthans, F, Youssef CM, Avolio BJ, 2007, Psychological Capital: Developing the Human Competitive Edge. Oxford University Press, Oxford.

Zhang L, 2020, The Mediating Role of Psychological Resilience between Academic Stress and Mental Health among High School Seniors. Chinese Journal of Clinical Psychology, 28(2): 312–316.

Fredrickson BL, 2001, The Role of Positive Emotions in Positive Psychology: The Broaden-and-build Theory of Positive Emotions. American Psychologist, 56(3): 218–226.

Liu X, 2018, Mental Health Status and Influencing Factors among High School Seniors. Chinese Journal of School Health, 39(8): 1156–1159.

Wu K, 2019, “Time Politics” in Education: A Sociological Analysis. Educational Research, 40(3): 4–14.

Ellis C, 2004, The Ethnographic I: A Methodological Novel about Autoethnography. AltaMira Press, Walnut Creek.

Braun V, Clarke V, 2006, Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2): 77–101.

Dastamooz S, Wong SHS, Yang Y, et al., 2025, Efficacy of a Short-term Physical Exercise Intervention on Stress Biomarkers and Mental Health in Adolescents with ADHD: A Randomized Controlled Trial. Journal of Affective Disorders, 2025(371): 527–536.

Voss MW, Erickson KI, Prakash RS, et al., 2013, Neurobiological Markers of Exercise-related Brain Plasticity in Older Adults. Brain, Behavior, and Immunity, 2013(28): 90–99.

Wilson M, 2002, Six Views of Embodied Cognition. Psychonomic Bulletin & Review, 9(4): 625–636.