A 12-week situational interest-based rotational fitness program improved positive emotional states more than regular physical education in university students, with effects varying by training module and an attenuation of the heart rate-emotion association in the experimental group.
Key Findings
Results
The rotational fitness program produced greater improvement in positive emotional states compared to regular physical education over 12 weeks.
Estimated marginal mean change was 1.843 in the experimental group versus 0.505 in the control group
The between-group difference in EMM change was 1.338 (95% CI: 1.275–1.400, P < .001)
At week 12, the raw between-group difference was 1.85 with a large effect size (d = 2.23)
All group × week interactions from weeks 2 through 12 were statistically significant
560 freshmen from 10 Chinese universities were randomized (n = 280 per group)
Results
Heart rate positively predicted emotional states in control participants but this association was attenuated in the experimental group.
In controls, heart rate positively predicted emotional states (B = 0.005, 95% CI: 0.003–0.007)
In the experimental group, the heart rate × group interaction was negative (B = -0.008, 95% CI: -0.011 to -0.005), indicating attenuation
The program weakened but did not eliminate the heart rate-emotion association during more demanding activities
Heart rate moderation was significant for strength and endurance modules, but not for speed or agility modules
Results
Training module type produced differential effects on positive emotional states, with strength showing the most robust benefit and endurance producing consistently higher emotional states across assessment points.
Strength and agility modules showed significant improvements in positive emotional states
Endurance module produced consistently higher emotional states across all within-session assessment points
Speed module effects were not described as significant in module-specific comparisons
The intervention covered four modules: strength, endurance, speed, and agility, rotated across weekly 90-minute sessions
Methods
The study used ecological momentary assessment to capture positive emotional states at three time points per session, yielding over 14,000 observations.
Positive emotional states were assessed using the positive well-being subscale of the Subjective Exercise Experiences Scale
Assessments occurred at 3 points per session across 12 weeks
Total observations exceeded 14,000
Linear mixed-effects models tested group, time, group × time, heart rate, and heart rate × group effects
Assessors and analysts were blinded to group assignment
Methods
The trial enrolled 560 university freshmen from 10 Chinese universities in a 2-arm randomized controlled design.
280 participants were assigned to the experimental group and 280 to the control group
Experimental group completed weekly 90-minute sessions covering strength, endurance, speed, and agility modules
Control group received regular physical education
Ethical approval was granted by the Institutional Review Board of Capital University of Physical Education and Sports (2025A055)
What This Means
This research suggests that a specially designed 12-week fitness program based on 'situational interest' — meaning activities structured to engage students' curiosity and enjoyment — produced substantially larger improvements in positive emotional states among Chinese university freshmen compared to standard physical education classes. The program rotated students through four types of training each week (strength, endurance, speed, and agility), and emotional states were measured multiple times during each session using a validated scale, generating over 14,000 data points across 560 participants. The effect size at the end of the program was large (d = 2.23), suggesting the difference between groups was meaningful and not just statistically significant.
The study also found that different types of training affected emotions differently. Strength training showed the most consistent improvements in positive affect, while endurance training produced reliably higher emotional states throughout each session. An interesting secondary finding was that in the control group (regular PE), higher heart rates during exercise were associated with higher positive emotions — a commonly observed pattern. However, in the rotational program group, this heart rate-to-emotion link was weakened, particularly during strength and endurance activities. This suggests the program may have helped students maintain positive emotions without relying as heavily on physiological arousal.
This research suggests that structuring university physical education around rotating, interest-based activities may be more effective at improving students' emotional wellbeing than conventional PE classes. The findings could have implications for how physical education curricula are designed, particularly for incoming university students who may be at risk for emotional difficulties during life transitions. The variation in effects by module type also suggests that the specific content of fitness programs — not just the fact of exercise — matters for emotional outcomes.
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Zhou Y, Wu Y, Su Q. (2026). Effects of a situational interest-based rotational fitness training program on positive affect in university students: A randomized controlled trial.. Medicine. https://doi.org/10.1097/MD.0000000000050663