Does Physical Activity Improve Cognition and Academic Performance in Children? A Systematic Review of Randomized Controlled Trials

Abstract

<b><i>Introduction:</i></b> In the last decades, different studies have investigated the effects of exercise or physical activity (PA) on cognitive functions and academic performance in children and adolescents. But given the inconsistencies regarding methodologies and the fact that many studies do not have controlled or randomized designs, a more recent review is needed in order to summarize the different outcomes and methodologies employed and correlate them from an applied perspective. <b><i>Objectives:</i></b> The purpose of the present review is to systematically review and analyze the effects of acute and chronic PA interventions exclusively from randomized controlled trials (RCTs) on cognitive functions and academic performance of children and adolescents. <b><i>Methods:</i></b> A literature search was conducted using MEDLINE (via PubMed), EMBASE, Web of Science, and PsycINFO databases for all RCTs published between January 2014 and July 2020. Authors searched these databases using controlled vocabularies, keywords, and Boolean logic, and data were later extracted from the studies. Effect sizes were calculated based on means and SDs at posttest using Hedge’s <i>g</i> formula. <b><i>Results:</i></b> A total of 20 studies met the inclusion criteria. They were assessed for eligibility and later included in the review. Although most of the articles did not show any robust effect size and had significant methodological differences, 80% of the studies analyzed showed positive results, indicating a significant impact of exercise or PA on cognition. <b><i>Discussion:</i></b> Due to the heterogeneity in the design of the interventions and the variables analyzed, most of the studies showed small or medium effect sizes. Studies with big effect size in all variables had in common the fact that they involved team game variations and coordination activities. The combination of physical exertion (high intensity) and cognitive engagement with social interactions seems to have the strongest effect on executive functions. This ecological and attractive model reflects children’s typical PA and might represent an ideal model for exercise in this population. <b><i>Conclusions:</i></b> Although grouping different studies based on PA type, control groups, and comparison treatments is a limitation and results should be interpreted with caution, this review suggests that PA interventions, in particular, team game variations and coordination activities, have positive effects on children’s cognitive functions.

Objectively measured physical activity and academic performance in school‐aged youth: The UP&DOWN longitudinal study

“…Recent systematic reviews of randomized controlled trials showed a significant and positive impact of PA on academic performance in youth. [53][54][55] However, the optimal volume of PA to achieve academic performance benefits is still unknown. Some studies have demonstrated that the combination of higher PA intensities and higher volumes lead to greater improvements for academic performance 56,57 Additionally, several cross-sectional studies have examined the associations between total objectively measured PA and academic performance but the evidence is mixed and inconclusive.…”

The Effect of Physical Activity on Children's Logical-Mathematical Intelligence

“…No studies have found adverse effects from physical activity programs. Therefore, the authors conclude that physical activity is positively related to motor skills and cognitive development in preschoolers or early childhood (Gao et al, 2018;Tomaczkowski & Klonowska, 2020;Vorkapic et al, 2021).…”

“…In addition, recent studies have shown that increased participation in physical activity affects cognitive function in children, including executive function (e.g., working memory and cognitive flexibility) and brain health. However, this study primarily targets older children and adolescents, while more evidence is needed to clarify the relationship between physical activity, health outcomes, and cognition during critical periods of child development, particularly early childhood (Vorkapic et al, 2021). One study suggested a significant effect of physical activity on motor skills (e.g., locomotor skills and object control skills) and cognitive development (i.e., language learning, academic achievement, attention, and working memory).…”

Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling

“…Our results did not provide evidence of a direct association between PA and academic achievement, which is in line with some findings from previous studies testing the impact of PA on children’s school performance [ 25 , 39 , 40 , 41 , 42 , 43 ]. In contrast, there is a large body of evidence stemming from systematic reviews endorsing positive acute and chronic effects (small to moderate effect sizes) of PA participation on academic achievement in children [ 12 , 13 , 14 , 15 , 16 ]. In our investigation, a self-reported PA measure was used and partly explained this disagreement with the bulk of the literature.…”

“…In youth, academic achievement is among the most studied constructs associated with cognitive (e.g., executive function) and psychological skills (e.g., goal setting, stress management, self-regulation) and has been considered of the utmost importance for navigating the challenges faced across the child’s lifetime [ 10 , 11 ]. Albeit some systematic reviews and meta-analytic investigations have suggested that PA interventions are associated with enhanced academic achievement, the literature has not yet reached a consensus [ 12 , 13 , 14 , 15 , 16 ].…”