The effects of a school-based physical activity intervention on learning: a systematic review

Abstract

Physical activity has many health benefits, and it is also important for the brain development of children. This study aims to summarise how the link between physical activity and learning has been described in current literature. The focus was to systematically review the evidence of the effects of a school-based physical activity intervention on academic performance or cognitive functions in school-aged children. In addition, the aim of the study was to find out if there is an optimal duration of physical activity or a specific form of exercise that is the most beneficial for learning. A total of eight studies were included. These studies measured the effects of a physical activity intervention on either academic performance or cognitive functions or both. The studies that analysed the effects on academic performance used grades in academic subjects or utilised standardised national tests before and after the intervention. The studies that analysed the effects on cognitive functions examined the test results of the children’s attention and executive functions before and after the intervention. The results across the studies varied. Three of the four studies that analysed the effects on academic performance reported positive, significant effects whilst only two of the seven studies that analysed the effects on cognitive functions reported positive, significant effects. Based on the evidence in this systematic review, it seems that a school-based physical activity intervention may have a stronger effect on academic achievement in school-aged children than on single test results of their cognitive functions. No optimal duration or specific form of exercise most beneficial for school learning was found.