Effects of school-based physical activity programs on executive function development in children: a systematic...

Area of Science:

• Pediatric Psychology
• Cognitive Neuroscience
• Exercise Science

Background:

• Executive functions (EF) are crucial for self-regulation and learning in children.
• School-based physical activity (PA) is explored for its potential to enhance EF.
• Previous research shows inconsistent findings due to intervention variability.

Purpose of the Study:

• Synthesize evidence on school-based PA interventions for EF in primary school children.
• Include studies with neurophysiological outcomes.
• Focus on interventions published between 2015 and 2025.

Main Methods:

• Systematic literature search across major databases (PubMed, SCOPUS, Web of Science, EBSCO).
• Included randomized/cluster-randomized trials of structured PA targeting EF in children aged 6-12.
• Assessed methodological quality using Cochrane ROB-2 criteria; narrative synthesis due to heterogeneity.

Main Results:

• Ten studies (N≈2,400) were included.
• Short, engaging PA improved immediate inhibitory control; longer interventions enhanced inhibition and working memory.
• Positive effects on inhibition (6/8), working memory (5/6), and cognitive flexibility (3/4) were observed. Neuroimaging showed prefrontal activation changes.

Conclusions:

• School-based PA supports EF development, especially when sustained and cognitively demanding.
• Inhibitory control and working memory show the most consistent gains.
• Future research needs refined interventions, standardized assessments, and exploration of individual variability.