Effects of Sport-Based Interventions on Children’s Executive Function: A Systematic Review and Meta-Analysis

Abstract

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

Effects of the Type of Sports Practice on the Executive Functions of Schoolchildren

“…In addition to being engaging, cognitively challenging, and goal-focused, sports foster children’s emotional and social development [ 11 , 24 , 30 , 31 ], boosting personal commitment, confidence, and pride in achieving expected accomplishments [ 20 , 21 , 22 , 23 , 27 , 32 , 33 ]. Recently, a meta-analysis demonstrated that sports programs for healthy children and adolescents have a significant effect on the executive function of the participants (working memory ES −1.25 [95% CI −1.70 to −0.79], p = 0.001; inhibitory control ES −1.30 [95% CI −1.98 to −0.63], p < 0.00001; cognitive flexibility ES −1.52 [95% CI −2.20 to −0.83], p < 0.00001) [ 34 ].…”

“…Longitudinal studies, such as those by Alesi et al [ 32 ], Ishihara et al [ 42 ], and Schmidt et al [ 33 ], highlight the importance of practicing open-skill sports (soccer, tennis, floorball, and basketball) to promote the development of executive functions in children, demonstrating significant improvements in working memory and cognitive flexibility. However, the specific associations between each sport and the main executive function dimensions have been poorly addressed [ 33 , 34 ].…”

Selective Attention and Concentration Are Related to Lifestyle in Chilean Schoolchildren

“…A recent study reported that healthy lifestyle factors were positively associated with executive functions in schoolchildren [13]. Likewise, a recent systematic review and meta-analysis indicated that healthy lifestyle factors (e.g., physical activity (PA)) are important for improving executive Children 2021, 8, 856 2 of 14 function [14]. For example, Jirout et al indicated that although children's lifestyles have been investigated in the context of health, they are also related with cognition processes in schoolchildren [15].…”

Anthropometric Parameters, Physical Activity, Physical Fitness, and Executive Functions among Primary School Children

“…Some successful intervention experiences exemplify the benefits of addressing this problem early, showing a positive impact on BMI, physical activity level, and the academic performance of elementary school children [ 94 , 95 ]. Studies have also shown that a combination of moderate to vigorous physical exercise and cognitively demanding activities, which applies especially to the practice of sports, will have a greater effect on executive functioning [ 5 , 7 , 96 , 97 , 98 , 99 , 100 ].…”