Regular Physical Activity, Cognitive Function and Academic Performance in Children and Adolescents: Implications for Physical Education and School Health Promotion

Abstract

Introduction and purpose: Regular physical activity is a central component of healthy development in children and adolescents and has also been proposed as a factor that may contribute to cognitive and educational outcomes. The aim of this narrative review was to summarize current evidence on the relationship between regular physical activity, cognitive function and academic performance in school-aged children and adolescents, with particular attention to physical education, school-based interventions and school health promotion. 

Brief description of the state of knowledge: The reviewed literature indicates that physical activity is associated with selected cognitive benefits, particularly executive functions, attention, working memory and classroom behavior. Systematic reviews, meta-analysis and intervention studies suggest that regular, structured and cognitively engaging activity can improve learning readiness and may produce neutral to small or moderate positive effects on academic achievement. However, the evidence remains heterogeneous and appears to depend on age, activity type, intensity, duration, baseline fitness, cognitive engagement, school context and outcome measurement. 

Summary: Physical activity should not be framed as a competitor to academic learning. Physical education, active breaks, active lessons, extracurricular sport and active commuting can instead be integrated into a comprehensive strategy aimed at improving school health promotion and the quality of learning environments. Future studies should clarify dose-response relationships and identify the most effective types of activity for different developmental stages.

Keywords: physical activity; child; adolescent; cognition; executive function; academic performance