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The effects of physical activity on executive function in preschool children: a meta-analysis of randomized
Wanxu Liu1, Zilin Wang2, Jingyao Yi1
1School of the Arts, Beijing Sport University, Beijing, China.
Insights
Physical activity (PA) significantly enhances executive functions (EFs) in preschoolers, particularly inhibitory control. Game-based and cognitively engaging interventions, with sessions around 45 minutes, maximize these cognitive benefits.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Pediatrics
Background:
- Executive functions (EFs) are crucial for cognitive development in early childhood.
- Embodied cognition research suggests a link between physical activity (PA) and cognitive processes.
- Previous research has not comprehensively evaluated PA's impact on specific EFs in preschoolers.
Purpose of the Study:
- To systematically evaluate the effects of physical activity (PA) on different dimensions of executive functions (EFs) in preschool children (2-6 years).
- To synthesize findings from high-quality randomized controlled trials (RCTs) to provide a comprehensive assessment.
- To identify specific characteristics of PA interventions that optimize cognitive outcomes.
Main Methods:
- Systematic literature search of seven electronic databases up to October 2025.
- Inclusion of randomized controlled trials (RCTs) comparing PA interventions to control conditions in preschoolers.
- Meta-analysis using a random effects model to synthesize effect sizes (SMD) with 95% confidence intervals.
Main Results:
- 31 RCTs involving 2,330 preschoolers were analyzed.
- PA demonstrated small-to-moderate benefits across all EFs: inhibitory control (IC) (SMD=0.42), working memory (WM) (SMD=0.30), and cognitive flexibility (CF) (SMD=0.25).
- Game-based interventions were most effective for CF, cognitively engaging interventions for WM, and longer sessions (≥40-45 min) enhanced IC and CF.
Conclusions:
- Physical activity positively impacts all core executive functions in preschoolers, with the greatest gains in inhibitory control.
- PA interventions should incorporate game-based elements and cognitive challenges to maximize benefits for working memory and cognitive flexibility.
- Recommended session durations of approximately 45 minutes and the use of passive control groups enhance intervention effectiveness for cognitive development.
Objectives:
Drawing on perspectives from embodied cognition research, this study systematically integrated high-quality randomized controlled trials to provide the first comprehensive evaluation of physical activity (PA) effects on the different dimensions of executive functions (EFs) in preschool children aged 2-6 years.
Methods:
Seven electronic databases were used to search for potential studies from inception until October 2025. Randomized controlled trials (RCTs) investigating the effect of PA on EFs in preschool children compared to a control condition were included. The effect sizes were synthesized using a random effects model with a 95% confidence interval.
Results:
We identified 31 RCTs (34 interventions; 2,330 preschoolers) through a systematic search. PA produced small-to-moderate benefits across all EFs: strongest effects on inhibitory control (IC) (SMD = 0.42, p < 0.001), followed by working memory (WM) (SMD = 0.30, p < 0.001) and cognitive flexibility (CF) (SMD = 0.25, p < 0.001). Subgroup analyses revealed that game-based interventions were particularly effective for CF (SMD = 0.54 vs. 0.11, p = 0.011), while cognitively engaging interventions showed greater benefits for WM (SMD = 0.55 vs. 0.06, p = 0.006). Session duration significantly moderated effects, with sessions ≥45 min yielding the largest benefits for CF (SMD = 0.61) and sessions ≥40 min for IC (SMD = 0.70). Additionally, interventions using passive control groups consistently demonstrated larger effect sizes than those with active controls for IC and WM (p < 0.001).
Conclusion:
PA positively influences all core EFs in preschoolers, with the most substantial benefits observed for IC. To maximize cognitive outcomes, PA programs should incorporate game-based elements, include cognitive challenges-particularly for WM and CF-and ensure session durations of approximately 45 min. These evidence-based recommendations provide practical guidance for designing effective PA interventions to support cognitive development in early childhood.
Systematic Review Registration:
https://www.crd.york.ac.uk/PROSPERO/view/CRD42022351779, Identifier: CRD42022351779.
