Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review

Area of Science:

• Pediatric Health
• Neuroscience
• Sports Science

Background:

• The link between physical activity (PA), fitness, cognition, and academic achievement in children is a growing area of research.
• Existing evidence on PA's benefits for cognition and academic success is promising but requires further clarification.

Purpose of the Study:

• To determine if PA and physical fitness impact cognition, learning, brain structure, and function in children aged 5-13.
• To assess the influence of PA, physical education (PE), and sports programs on academic performance and attention in children aged 5-13.

Main Methods:

• Systematic review of primary source articles published in peer-reviewed journals (January 1990-September 2014).
• Searches across multiple databases (PubMed, ERIC, PsychInfo, etc.) for studies on PA, fitness, PE, and their effects on cognition, learning, brain function/structure, academic achievement, or attention.
• Included 64 studies for cognition/learning/brain and 73 for academic achievement/concentration, analyzing them by study design (cross-sectional, longitudinal, acute, intervention).

Main Results:

• A majority of studies indicate that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning.
• Evidence suggests PA is related to brain areas supporting complex cognitive processes.
• Results for academic achievement are mixed, with controlled experiments showing inconsistent benefits, necessitating further research.

Conclusions:

• Positive associations exist between PA, fitness, cognition, and academic achievement, though findings are inconsistent.
• PA positively influences cognition, brain structure, and function, but mechanisms and long-term effects require more study.
• PA and PE appear to have a neutral effect on academic achievement, with evidence rated C due to limitations and inconsistencies.