Integrated Structured Breakfast and Morning Sport Program and Its Associations with Attention, Executive Functions, and Academic Performance in Students

Background/Objectives. Increasing evidence suggests that nutrition and sport participation may positively influence cognitive functioning, readiness for learning, and academic achievement during adolescence. However, limited research has investigated the combined effects of structured breakfast programs and cognitively oriented sport-based interventions implemented in real school settings. The present study aimed to examine the associations between participation in an integrated school-based program consisting of structured breakfast and morning sport sessions and executive functions, physiological well-being, school engagement, and academic achievement in adolescent students. Methods. A 16-week quasi-experimental pre–post study with class-based allocation was conducted in a secondary school in Southern Italy. A total of 110 students aged 14–16 years participated in the study. The experimental group, comprising 55 students, participated in a structured breakfast program combined with cognitively oriented morning sport-based sessions conducted three times per week for 40 min before regular lessons, whereas the control group continued ordinary school activities. Cognitive assessment included the Stroop Color and Word Test and the Digit Span Test in both forward and backward conditions. Physiological measures included body mass index, resting heart rate, and the 20 m shuttle run test. Nutritional habits, school engagement, and academic achievement were also evaluated through questionnaires and school records. Results. Compared with the control group, students participating in the integrated program showed more favorable changes in selective attention, inhibitory control, working memory performance, cardiorespiratory fitness, breakfast habits, and school engagement over the study period. Moderate positive changes in academic achievement were also observed, whereas no substantial anthropometric changes emerged during the study period. Conclusions. The findings suggest that participation in an integrated school-based program combining structured nutrition and cognitively oriented sport activities was associated with improvements in cognitive functioning, healthy habits, and academic outcomes during adolescence. These findings highlight the potential value of multidimensional educational approaches integrating health promotion and learning processes within school environments.