As the physical and mental health problems of adolescents become increasingly prominent, finding effective intervention methods has become an important issue that needs to be solved in the current education field. As a new team sport, the potential impact of futsal on the physical and mental development of adolescents has not been fully studied and verified. This study aims to explore the impact of futsal on adolescents and conduct an empirical test. The study selects 240 first-year junior high school students from two middle schools in a certain city and divides them into an experimental group and a control group. The experimental group undergoes five-a-side football training for 12 weeks, 3 times a week, and each time for 90 minutes, while the control group maintained regular physical activities. The study uses the Youth Physical and Mental Health Scale for pre- and post-tests, and uses SPSS 22.0 for independent sample t-test and pairs sample t-test to analyze the data. The experimental group is significantly superior to the control group in terms of body shape indicators (average BMI decreases by 3.3, body fat percentage decreases by 3.8%), physical fitness indicators (50-meter running results improves by 0.85 seconds, standing long jump improves by 13 cm), mental health indicators (SCL-90 total score decreases by 17 points) and social adaptability (social adaptability scale score increases by 12.5 points) (p<0.05). Studies have shown that five-a-side football can effectively promote the physical and mental health development of young people. Its mechanism is mainly reflected in improving physical function, enhancing psychological resilience, and cultivating teamwork ability. It is recommended to incorporate five-a-side football into the school physical education curriculum system as an important intervention method to promote the physical and mental health of young people.

Cheng Li. The Impact Mechanism and Empirical Study of Five-a-side Football on the Physical and Mental Health Development of Adolescents. Frontiers in Educational Psychology (2025), Vol. 6, Issue 1: 11-19. https://doi.org/10.38007/JEP.2025.060102.

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