Background. Physical activity enhances cognitive performance in adolescents, yet the role of circadian timing within the school day remains poorly understood. Purpose. This study examined whether the timing of school-based physical activity (morning, midday, afternoon) influences cognitive performance, subjective alertness, and mood states in early adolescents. Methods. A 12-week crossover intervention was conducted with 102 students (aged 12–13 years) from southern Italy. Each class participated in three 4-week conditions of structured physical activity scheduled in the morning (8:10–9:10), midday (12:10–13:10), and afternoon (15:10–16:10), separated by one-week washouts. Cognitive outcomes (d2-R, Digit Span backward, TMT-A), subjective alertness (KSS), and mood (PANAS-C) were assessed at baseline and after each condition. Analyses employed linear mixed-effects models and repeated-measures ANOVAs, adjusting for sex, BMI, chronotype, and sleep duration. Results. Morning activity produced the strongest improvements in attention (d2-R, η2p = 0.16), working memory (Digit Span backward, η2p = 0.06), processing speed (TMT-A, η2p = 0.08), alertness (KSS, η2p = 0.19), and positive affect (PANAS-C, η2p = 0.05). Midday sessions yielded moderate benefits (d2-R, η2p = 0.09; Digit Span backward, η2p = 0.05; TMT-A, η2p = 0.07; KSS, η2p = 0.09), while afternoon activity showed the weakest or nonsignificant changes (all η2p < 0.05). Chronotype moderated the effects on attention and working memory, with morning types deriving the largest gains. Conclusions. The timing of physical activity is a critical determinant of its cognitive and affective benefits. Incorporating morning exercise into school timetables may represent a low-cost, scalable strategy to optimize both learning readiness and well-being in adolescents.
Latino et al. (2025) studied this question.