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Does Physical Activity Improve Cognition and Academic Performance in Children? A Systematic Review of Randomized
Camila Ferreira Vorkapic1, Heloisa Alves2, Larissa Araujo1
1Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil.
Neuropsychobiology
|April 22, 2021
Summary
Physical activity (PA) positively impacts children's cognitive functions and academic performance. Team games and coordination activities show the most significant benefits for executive functions.
Area of Science:
- Pediatric Exercise Science
- Cognitive Neuroscience
- Educational Psychology
Background:
- Numerous studies explore exercise and physical activity (PA) effects on child and adolescent cognition and academic performance.
- Inconsistencies in methodologies and study designs necessitate a current review.
- A systematic review of randomized controlled trials (RCTs) is needed to synthesize findings.
Approach:
- Systematically reviewed randomized controlled trials (RCTs) published between January 2014 and July 2020.
- Searched MEDLINE, EMBASE, Web of Science, and PsycINFO databases.
- Calculated effect sizes using Hedge's g formula for posttest means and standard deviations.
Key Points:
- 20 RCTs met inclusion criteria, with 80% showing positive effects of PA on cognition.
- Most studies reported small to medium effect sizes due to intervention heterogeneity.
- Interventions involving team games and coordination activities demonstrated larger effect sizes.
Conclusions:
- PA interventions, particularly team games and coordination activities, positively influence children's cognitive functions.
- Combining high-intensity physical exertion with cognitive engagement and social interaction appears most effective for executive functions.
- This ecologically valid model may be ideal for promoting PA in children.
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