This 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.