Effects of school-based physical activity interventions on cognition and academic achievement: a systematic review

Abstract

Schools are an ideal setting to implement physical activity programs targeted at youths' learning and intellectual abilities, as exercise has been associated with improvement in cognitive skills and academic proficiency. A systematic review of the literature was performed to examine the effects of school-based physical activity interventions on academic achievement and cognitive outcomes. A search for relevant papers was carried out on PubMed/Medline, Scopus and Google Scholar. Only quasi-experimental and experimental studies were included, if focused on school-based physical activity interventions targeting 3 to 18 year-old healthy pupils, and designed to establish a relationship between exercise performed in a school setting and cognitive/academic performance. Thirty-one papers were retrieved by the search, reporting the findings of twenty-eight school-based physical activity interventions. Most of the included studies were published in the past five years. A large majority of the studies showed positive results in terms of academic achievement and, above all, cognitive skills. In the recent years, the number of studies on school-based physical interventions aimed to establish a relationship between physical activity performed in school setting and cognitive/academic outcomes significantly increased, as well as high quality assessments and designs. This review highlights the effectiveness of school-based physical activity interventions on academic achievement and, above all, on youths' cognitive performance. Some interesting findings come from studies assessing brain functional changes, from interventions targeting culturally diverse or low-income samples, and from interventions where physical activity is in the form of active videogames.

Exercise Improves Academic Performance

“…Physical activity may improve academic performance through enhanced psychological health, habit formation, and changes in the brain, supporting cognitive function and learning (Biddle and Asare, 2011;Booth et al, 2012;Reiner et al 2013;Khan and Hillman, 2014;Mura et al, 2015). At the same time, it may also worsen academic performance by directing time and attention away from studying.…”

Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood

“…It has been suggested that physical activity could also exert a positive effect on cognitive function and learning345. This putative association is based on evidence that physical activity67 as well as physical fitness8 are related to different types of changes in the brain relevant for cognitive function and learning.…”

Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

“…A prolonged sedentary behavior not only does reduce children's attention to instructional tasks and their sustained focus on the task engagement, but also prevents children from meeting a recommended daily amount of moderate-to-vigorous physical activity (MVPA) [11][12][13][14][15][16][17][18][19][20]. To address the critical concerns, classroom-based PA breaks have been increasingly used as an effective intervention strategy to improve students' academic achievement, academic behaviors, and executive functions [11][12][13][14][15][16][17][18][19][20].…”

“…A handful studies have examined the impact of classroombased PA breaks on attention and concentration quantitatively and qualitatively [3,[19][20][21][22][23][24][25][26][27][28]. The studies have shown that the classroom-based PA can improve children's attention and concentration [19][20][21][22][23][24].…”

“…The studies have shown that the classroom-based PA can improve children's attention and concentration [19][20][21][22][23][24]. In a study of implementing daily 10-minute physically active academic lessons (Energizers) to 62 third-and four-grade students for 12 weeks, Mahar et al [23] found significant increases in on-task behaviors (i.e., appropriate verbal or motor behaviors) from pre-Energizers treatment to post-Energizers treatment.…”