Cited by 240Physical Activity and HealthChildren's Physical and Motor DevelopmentPhysical Education and Training Studies

Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis

Open access
Haverkamp, Barbara Franca, Wiersma, Rikstje, Vertessen, Karen, van Ewijk, Hanneke, Oosterlaan, Jaap, Hartman, Esther·2020·Journal of Sports Sciences

Abstract

The aim was to provide a meta-analysis of studies investigating the effects of physical activity interventions on cognitive outcomes and academic performance in adolescents or young adults. A systematic review with meta-analysis was performed using the following databases: Embase, ERIC, MEDLINE, PsycINFO and Web of Science. Studies had to meet the following criteria: controlled study design, investigating the effects of physical activity interventions on cognitive outcomes and academic performance in healthy adolescents or young adults (12–30 years). Results showed that acute interventions (n=44) significantly improved processing speed (ES=0.39), attention (ES=0.34) and, inhibition (ES=0.32). In a subsequent meta-regression, shorter duration of intervention was significantly associated with greater improvements in attention (β=−0.02) and cognitive flexibility (β=−0.04), whereas age, percentage of boys, intensity and dose were not. Chronic interventions (n=27) significantly improved processing speed (ES=0.30), attention (ES=0.50), cognitive flexibility (ES=0.19), working memory (ES=0.59) and language skills (ES=0.31). In the meta-regression, higher percentage of boys was significantly associated with greater improvements in attention (β=0.02) and working memory (β=0.01) whereas age, duration, frequency, dose and load were not. In conclusion, acute and chronic physical activity interventions might be a promising way to improve several cognitive outcomes and language skills in adolescents and young adults.

AI snapshot

Written from the paper’s full text.

TL;DR

This meta-analysis found that acute and chronic physical activity interventions can improve several cognitive outcomes in adolescents and young adults, with chronic interventions also improving language skills. Chronic interventions showed broader and generally larger effects than acute interventions, but heterogeneity and possible publication bias warrant caution.

Key findings

  • Acute interventions (44 studies, k = 91) significantly improved overall cognitive outcomes (Hedges’ g = 0.31, 95% CI 0.22–0.41), including processing speed (g = 0.39), attention (g = 0.34), and inhibition (g = 0.32); effects were not significant for cognitive flexibility (g = 0.37, 95% CI −0.00–0.75) or working memory (g = 0.14, 95% CI −0.11–0.39).
  • Chronic interventions (27 studies; cognitive k = 52, academic k = 15) significantly improved overall cognitive outcomes (g = 0.36, 95% CI 0.25–0.47), including processing speed (g = 0.30), attention (g = 0.50), cognitive flexibility (g = 0.19), working memory (g = 0.59), and language (g = 0.31); effects were not significant for GPA (g = 0.20) or mathematics (g = 0.31).
  • In acute interventions, shorter duration was associated with greater improvements in attention (β = −0.021) and cognitive flexibility (β = −0.036); in chronic interventions, higher percentage of boys was associated with greater improvements in attention (β = 0.02) and working memory (β = 0.01).
  • Publication bias was indicated for chronic cognitive outcomes (Egger’s p = 0.007), but not for acute outcomes (p = 0.653) or chronic academic performance (p = 0.926).

Methods

  • Systematic review and meta-analysis registered in PROSPERO (CRD42019122030) and conducted per PRISMA; databases searched were Embase, ERIC, MEDLINE, PsycINFO, and Web of Science through 27 March 2020.
  • Included controlled studies (RCT or cross-over; baseline adjustment required if non-randomized) of physical activity interventions with a sports or exercise component in healthy participants with mean age 12–30 years, reporting cognitive or academic outcomes; excluded special populations, reviews, and combined interventions.
  • Seventy-one papers were eligible: 44 acute studies (k = 91) and 27 chronic studies (k = 52 cognitive, k = 15 academic), including 3544 adolescents and 2397 young adults; random-effects Hedges’ g, heterogeneity, moderator/meta-regression, Cochrane risk of bias, and Egger/funnel publication bias analyses were used.

Limitations

  • Stated by the paper: not all subgroup and meta-regression analyses could be performed due to small numbers of studies; chronic total load and fitness improvement could not be analyzed because most studies did not report intensity; publication bias was possible for chronic cognitive outcomes; and cognitive outcomes were measured with a wide variety of instruments, which may have contributed to heterogeneity.
  • Evident from the text: heterogeneity was large or moderate in many analyses (e.g., acute cognitive outcomes I² = 64.9%; chronic cognitive outcomes I² = 62.1%), so findings should be interpreted cautiously.
  • Evident from the text: academic performance was only assessed in adolescents, not young adults, and the oldest mean age for academic outcomes was 15.3 years, limiting generalization; risk of bias was high or unclear in many domains (e.g., allocation concealment 65.8% high risk, blinding of researchers/personnel 91.8%/97.3% high risk, detection bias 84.9% high risk).

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Integrity signals

Registry

Crossref · 10.1080/02640414.2020.1794763

Cites

130 of 130 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 28 cited sources checked · 0 supported · 0 flagged

  • Findingown data
    § ABSTRACT · p. 3

    In chronic physical activity interventions, dose was not significantly associated with effect sizes.

    “whereas age, duration, frequency, dose and load were not.”
    Quote in the paperNot a substantial claim
  • Findingown data
    § ABSTRACT · p. 3

    In chronic physical activity interventions, higher percentage of boys was significantly associated with greater improvements in working memory (β = 0.01).

    “and working memory (β=0.01)”
    Quote in the paperNot a substantial claim
  • Findingown data
    § ABSTRACT · p. 3

    In chronic physical activity interventions, higher percentage of boys was significantly associated with greater improvements in attention (β = 0.02).

    “higher percentage of boys was significantly associated with greater improvements in attention (β=0.02)”
    Quote in the paperNot a substantial claim
  • Findingown data
    § Effects of chronic physical activity interventions · p. 7

    Heterogeneity in effect sizes for chronic physical activity interventions on academic performance was moderate (I2 = 63%, p = 0.001).

    “Heterogeneity in effect sizes was moderate ( I 2 = 63%, p = 0.001).”
    Quote in the paperNot a substantial claim
  • Findingown data
    § ABSTRACT · p. 3

    Chronic physical activity interventions significantly improved cognitive flexibility in adolescents and young adults (Hedges's g = 0.19, 95% CI 0.05 to 0.33).

    “cognitive flexibility (ES=0.19)”
    • Also stated in: § Effects of chronic physical activity interventions · p. 7 · plain
      “a significant small sized effect for cognitive flexibility (Hedges's g = 0.19; 95% CI 0.05 to 0.33)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim. 9
  • May combine two claims. 34
  • Classified as probably not a substantial claim. 35
  • The quote only partly states this claim.

    Findingown data
    § Effects of acute physical activity interventions · p. 7

    Acute physical activity interventions did not significantly improve cognitive flexibility in adolescents and young adults (Hedges's g = 0.37, 95% CI -0.00 to 0.75).

    “but no effects for cognitive flexibility (Hedges's g = 0.37; 95% CI -0.00 to 0.75)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim.

    Findingown data
    § ABSTRACT · p. 3

    Chronic physical activity interventions significantly improved language skills in adolescents (Hedges's g = 0.31, 95% CI 0.13 to 0.49).

    “and language skills (ES=0.31)”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § Moderator analysis · p. 8

    For working memory, age, duration, frequency, dose and load were not significantly related with the studies' effect sizes.

    “For working memory, age, duration, frequency, dose and load were not significantly related with the studies' effect sizes.”
    Quote in the paperNot a substantial claim
  • The quote only partly states this claim.

    Findingown data
    § Effects of chronic physical activity interventions · p. 7

    Chronic physical activity interventions had a moderate effect on cognitive outcomes overall in adolescents and young adults (Hedges's g = 0.36, 95% CI 0.25 to 0.47).

    “Overall, chronic physical activity interventions had a moderate effect on cognitive outcomes (Hedges's g = 0.36; 95% CI 0.25 to 0.47).”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § Moderator analysis · p. 7

    In acute physical activity interventions, age, percentage of boys, and intensity were not significantly associated with effect sizes for any cognitive domain.

    “Age, percentage of boys and intensity were not significantly related with the studies' effect sizes for any of the cognitive domains or there were too few to perform the meta regression analyses.”
    Quote in the paperNot a substantial claim
  • The quote only partly states this claim.

    Findingown data
    § Effects of acute physical activity interventions · p. 7

    Acute physical activity interventions had a significant moderate effect on executive functions overall in adolescents and young adults (Hedges's g = 0.29, 95% CI 0.19 to 0.40).

    “a significant moderately sized effect for executive functions (Hedges's g = 0.29; 95% CI 0.19 to 0.40)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim.

    Findingown data
    § ABSTRACT · p. 3

    Acute physical activity interventions significantly improved attention in adolescents and young adults (Hedges's g = 0.34, 95% CI 0.13 to 0.55).

    “attention (ES=0.34)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim.

    Findingown data
    § Effects of chronic physical activity interventions · p. 7

    Chronic physical activity interventions had a significant moderate effect on executive functions overall in adolescents and young adults (Hedges's g = 0.35, 95% CI 0.21 to 0.50).

    “and executive functions (Hedges's g = 0.35; 95% CI 0.21 to 0.50)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim.

    Findingown data
    § Effects of chronic physical activity interventions · p. 7

    Chronic physical activity interventions did not significantly improve inhibition in adolescents and young adults (Hedges's g = 0.16, 95% CI -0.05 to 0.36).

    “but no effect for inhibition (Hedges's g = 0.16; 95% CI -0.05 to 0.36)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim.

    Findingown data
    § Effects of acute physical activity interventions · p. 7

    Acute physical activity interventions did not significantly improve working memory in adolescents and young adults (Hedges's g = 0.14, 95% CI -0.11 to 0.39).

    “and working memory (Hedges's g = 0.14; 95% CI -0.11 to 0.39)”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim.

    Findingown data
    § ABSTRACT · p. 3

    Acute physical activity interventions significantly improved processing speed in adolescents and young adults (Hedges's g = 0.39, 95% CI 0.07 to 0.72).

    “Results showed that acute interventions ( n =44) significantly improved processing speed (ES=0.39)”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § Interpretation · p. 11

    This meta-analysis showed significant effect sizes after a chronic intervention but not after an acute intervention on cognitive flexibility and working memory.

    “This meta-analysis showed significant effect sizes after a chronic intervention but not after an acute intervention on cog­ nitive flexibility and working memory.”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingreasoning
    § Interpretation · p. 12

    Sex did differ between the two types of studies: in chronic interventions, effects were stronger for studies with a high percentage of boys compared to low percentage of boys, while no difference in the effects for high and low percentage of boys was found in acute studies.

    “Sex did differ between the two types of studies: in chronic interven­ tions, effects were stronger for studies with a high percentage of boys compared to low percentage of boys, while no differ­ ence in the effects for high and low percentage of boys was found in acute studies.”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § Discussion · p. 10

    Chronic physical activity interventions have a positive effect on processing speed, attention, cognitive flexibility, working memory and language.

    “Furthermore, the meta-analysis showed that chronic physical activity interventions have a positive effect on processing speed, attention, cognitive flexibility, working memory and lan­ guage, where the largest effect was found on working memory.”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § Interpretation · p. 12

    Age had similar effects in acute versus chronic studies, and could therefore not explain the difference between chronic and acute studies.

    “Next to sex, age was also tested as a moderator, however age had similar effects in acute versus chronic studies, and could therefore not explain the difference between chronic and acute studies.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim.

    Findingown data
    § Interpretation · p. 12

    Between studies, duration of interventions varied between 5 and 60 minutes.

    “Between studies, duration of interventions varied between 5 and 60 minutes.”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingreasoning
    § Interpretation · p. 12

    The conflicting findings do not seem to be related to differences in the measures used to assess working memory: for both acute and chronic intervention studies, similar instruments were used to measure working memory in the included studies.

    “However, the conflicting findings do not seem to be related to differences in the measures used to assess working memory: for both acute as well as chronic intervention stu­ dies, similar instruments were used to measure working mem­ ory in the included studies.”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingnone given
    § Interpretation · p. 12

    In acute intervention studies only aerobic or resistance exercises were given, but in chronic studies also yoga and cognitively challenging exercises were given besides or instead of the aerobic exercises.

    “In acute intervention studies only aerobic or resistance exercises were given, but in chronic studies also yoga and cognitively challen­ ging exercises were given besides or instead of the aerobic exercises.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given
    § Data extraction · p. 4

    Sample descriptives, study design, outcome measures and intervention characteristics were independently extracted by two review authors.

    “Sample descriptives, study design, outcome measures and characteristics of the intervention were independently extracted by two review authors (BH, RW).”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data
    § Search strategy · p. 4

    Titles and abstracts, and full-text articles, were screened independently by two reviewers, with disagreements resolved by consensus.

    “After removal of duplicates, the first author BH and a trained research assistant independently screened the titles and abstracts to assess eligibility criteria. Following this, full-text articles were assessed independently by the first author BH and another trained research assistant. Disagreements were discussed and consensus was reached together.”
    Quote in the paperNot a substantial claim
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    Study design and conductnone given
    § Statistical analysis · p. 5

    A random effects approach was used to compute effect sizes.

    “A random effects approach was used to compute effect sizes.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductnone given
    § Statistical analysis · p. 5

    Effect sizes were corrected for small sample bias (Hedges' g) and reported with 95% confidence intervals.

    “The effect sizes were corrected for small sample bias (Hedges' g) and reported with 95% confidence intervals (CIs).”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation
    § Statistical analysis · p. 5

    Moderator analyses were only performed if each category of the potential moderator was filled with at least three studies.

    “For each meta-analyses, moderator analyses were only performed if each category of the potential moderator was filled with at least three studies (Borenstein et al., 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Study design and conductown data
    § Risk of bias assessment · p. 5

    Risk of bias of included studies was independently assessed by two authors using the Cochrane Collaboration tool.

    “Two authors (BH, RW) independently assessed the risk of bias of the included studies following the Cochrane Collaboration tool for assessing Risk of Bias (Higgins et al., 2011).”
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    • cites Higgins et al., 2011

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    Study design and conductcitation
    § Method · p. 4

    The review was conducted in accordance with PRISMA guidelines.

    “This review was conducted in accordance with the guidelines from Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) (Moher et al., 2009).”
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    • cites Moher et al., 2009

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    Premisecitation
    § KEYWORDS · p. 4

    Such morphological changes in brain structure may lead to enhanced cognitive outcomes and academic performance.

    “Such morphological changes in brain structure may lead to enhanced cognitive outcomes and academic performance (Best, 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Best, 2010

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    Study design and conductnone given
    § Method · p. 4

    The protocol of this meta-analysis was registered in PROSPERO (CRD42019122030).

    “The protocol of this meta-analysis was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42019122030).”
    Quote in the paperNot a substantial claim
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    Study design and conductown data
    § Risk of bias · p. 9

    In most studies it was not possible to blind researchers (91.8%), therefore most studies were scored as having a high risk of bias.

    “In most studies it was not possible to blind researchers and those involved in delivering the interven­ tion (91.8% and 97.3% respectively), therefore most studies were scored as having a high risk of bias.”
    Quote in the paperNot a substantial claim
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    Study design and conductown data
    § Moderator analysis · p. 8

    Meta-regression analysis could not be performed for mathematics due to the small number of studies available.

    “Finally, meta-regres­ sion analysis could not be performed for mathematics due to the small number of studies available.”
    Quote in the paperNot a substantial claim
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    Premisecitation
    § Interpretation · p. 11

    Brain-derived neurotrophic factor (BDNF) is suggested to be an important initiator of synaptic plasticity.

    “In the review of Gomez-Pinilla & Hillman (2013) brain-derived neurotrophic factor (BDNF) is suggested to be an important initiator of synaptic plasticity.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gomez-Pinilla & Hillman (2013)

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    Premisecitation
    § Interpretation · p. 11

    In another meta-analysis, positive effects on language as well as on mathematics were found.

    “In another metaanalysis, positive effects on language as well as on mathematics were found (Álvarez-Bueno, Pesce, Cavero-Redondo, SánchezLópez, Garrido-Miguel et al., 2017).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Álvarez-Bueno, Pesce, Cavero-Redondo, SánchezLópez, Garrido-Miguel et al., 2017

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    Premisecitation
    § Interpretation · p. 11

    The transition from childhood to adulthood starts with physical and hormonal changes that begin in late childhood or early adolescence and continue into early adulthood.

    “The transition from childhood to adulthood starts with physical changes and hormonal changes. These changes start in late childhood or in early adolescence, also referred to as early puberty, and continue into early adulthood (Malina et al., 2004).”
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    • cites Malina et al., 2004

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    Premisecitation
    § Interpretation · p. 11

    The transition from childhood into adulthood is characterised by a marked decrease in physical activity and an increase in sedentary behaviour.

    “Moreover, the transition from childhood into adulthood is characterised by a marked decrease in physical activity and an increase in sedentary behaviour (Corder et al., 2017; Hardy et al., 2007; Kimm et al., 2000).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Corder et al., 2017

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    • cites Kimm et al., 2000

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    Interpretationreasoning
    § Interpretation · p. 12

    Due to the difference in time onset of physical activity changes and biological differences, boys have probably a better maximum oxygen uptake and are more active during and outside the intervention time, which will lead to a more pronounced effect on cognition in boys compared to girls.

    “Due to the difference in time onset of physical activity changes and biological differences, boys have probably a better maximum oxygen uptake and are more active during and outside the intervention time, which will lead to a more pronounced effect on cognition in boys compared to girls.”
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    Interpretationreasoning
    § Interpretation · p. 11

    Heterogeneous results between studies in this meta-analysis can possibly be explained by the fact that mostly school grades were used as outcome measure instead of standardized tests.

    “Heterogeneous results between studies in this meta-analysis can possibly be explained by the fact that mostly school grades were used as outcome measure instead of standardized tests.”
    Quote in the paperNot a substantial claim
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    Interpretationnone given
    § Interpretation · p. 11

    The current meta-analysis is the first to include a substantial number of studies investigating the effects of chronic physical activity interventions in adolescents and young adults, which might explain the different conclusion reached as compared to previous reviews.

    “Concluding the current meta-analysis is the first to include a substantial number of studies investigating the effects of chronic physical activity interventions in adolescents and young adults which might explain the different conclusion reached as compared to previous reviews.”
    Quote in the paperNot a substantial claim
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    Premisecitation
    § Interpretation · p. 12

    During puberty physical activity patterns change, earlier in girls than in boys.

    “Moreover, during puberty physical activity patterns change, earlier in girls than in boys (Bacil et al., 2015).”
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    Premisecitation
    § Interpretation · p. 11

    Underlying processes that could increase this efficiency are neurogenesis and synaptogenesis, which are related to chronic interventions.

    “Underlying processes that could increase this efficiency are neurogenesis and synaptogenesis, which are related to chronic interventions (Hillman et al., 2015).”
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    Interpretationreasoning
    § Interpretation · p. 11

    The divergent findings of previous meta-analyses probably emerged because they included mostly pre-adolescent children or older adults and almost no adolescents or early adulthood subjects.

    “Probably, these divergent findings have emerged because these metaanalyses included mostly pre-adolescent children or older adults and almost no adolescents or early adulthood subjects.”
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    Premisereasoning
    § Interpretation · p. 11

    School grades are less objective and comparable with other studies than standardized tests, because they depend on the topic discussed in that period and sometimes the grade is awarded subjectively by the teacher.

    “School grades are less objective and comparable with other studies than standardized tests, because they depend on the topic discussed in that period and sometimes the grade is awarded subjectively by the teacher.”
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    Interpretationreasoning
    § Interpretation · p. 12

    Sample and study characteristics might explain the discrepant findings for the difference in effect size on working memory.

    “Sample and study characteristics might explain the discrepant findings for this difference in effect size.”
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    Study design and conductnone given
    § Risk of bias · p. 9

    No other sources that could have caused bias were observed.

    “Sixth, no other sources that could have caused bias were observed.”
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    Interpretationreasoning
    § Interpretation · p. 11

    One possible explanation for the difference in effect sizes between acute and chronic interventions is that different underlying mechanisms operate in acute and chronic interventions.

    “One possible explanation for this difference in effect sizes is that different underlying mechanisms operate in acute and chronic interventions.”
    Quote in the paperNot a substantial claim
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    Interpretationown data
    § Interpretation · p. 11

    Academic performance was only measured in adolescents and not in young adults, so findings cannot be generalized to young adulthood.

    “Furthermore, it should be noted that academic performance was only measured in adolescents and not in young adults, so findings cannot be generalized to young adulthood.”
    Quote in the paperSubstantial claim
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    Study design and conductown data
    § Risk of bias · p. 9

    The majority of the studies (65.8%) did not describe the allocation concealment and were judged as having high risk of bias.

    “In addition, the majority of the studies (65.8%) did not describe the allocation concealment and were consequently judged as having high risk of bias.”
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    Interpretationreasoning
    § Interpretation · p. 11

    Synaptogenesis, neurogenesis and synaptic plasticity are the underlying mechanisms of improved cognitive flexibility and working memory.

    “It seems that the underlying process like synaptogenesis, neurogenesis and synaptic plasticity are the underlying mechanisms of improved cognitive flexibility and working memory.”
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    Interpretationreasoning
    § Interpretation · p. 11

    The low levels of physical activity in adolescents might make physical activity interventions result in relatively large increases in physical activity in later puberty than in pre-adolescent children.

    “The low levels of physical activity in adolescents might make physical activity interventions result in relatively large increases in physical activity in later-puberty than in pre-adolescent children.”
    Quote in the paperNot a substantial claim
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    Premisecitation
    § Interpretation · p. 11

    In later puberty, rapid development of the prefrontal cortex takes place, which may make this structure especially sensitive to the effects of physical activity interventions compared to other developmental stages.

    “In the later-puberty, rapid development of the prefrontal cortex takes place which may make this structure especially sensitive to the effects of interventions, like physical activity interventions, compared to other developmental stages (Lebel et al., 2008).”
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    Interpretationcitation
    § Interpretation · p. 11

    The findings of this meta-analysis confirm the results of Rathore & Lom (2017) for working memory and De Greeff et al. (2018) for working memory and cognitive flexibility, but not inhibition.

    “Our findings confirm the results of Rathore & Lom (2017) who also found positive significant effect sizes for working memory and those of De Greeff et al. (2018) who found positive results for working memory and cognitive flexibility, but not in inhibition.”
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    • cites De Greeff et al. (2018)

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    Study design and conductown data
    § Risk of bias · p. 9

    In most studies it was not possible to blind those involved in delivering the intervention (97.3%), therefore most studies were scored as having a high risk of bias.

    “In most studies it was not possible to blind researchers and those involved in delivering the interven­ tion (91.8% and 97.3% respectively), therefore most studies were scored as having a high risk of bias.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § Interpretation · p. 11

    Physical activity facilitates working memory by increasing the efficiency of evaluating the stimulus.

    “It is suggested that physical activity, for example, facilitates working memory by increasing the effi­ ciency of evaluating the stimulus (Chang et al., 2013).”
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    • cites Chang et al., 2013

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    Premisecitation
    § Interpretation · p. 11

    In the age range of 12-18 years a lot of behavioural changes take place that stay present in adults.

    “While in the age range of 12-18 years a lot of behavioural changes take place that stay present in adults (Cluskey & Grobe, 2009).”
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    • cites Cluskey & Grobe, 2009

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    Premisenone given
    § Interpretation · p. 11

    After a chronic intervention BDNF levels stay increased and therefore have a structural effect on neurons, like neurogenesis and synaptic plasticity.

    “However, after a chronic intervention BDNF levels stay increased and therefore have a structural effect on neurons, like neurogen­ esis and synaptic plasticity.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Premiseown data
    § Interpretation · p. 11

    In that meta-analysis mainly preadolescent children were included, and only 3 out of 25 studies were conducted in similar age ranges as included in the current meta-analysis (12-30 years).

    “However, in that metaanalysis mainly preadolescent children were included. Only 3 out of 25 studies were conducted in similar age ranges as included in the current meta-analysis (12-30 years).”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Interpretationcitation
    § Interpretation · p. 11

    The finding that chronic physical activity interventions have a moderately sized beneficial effect on academic performance is slightly different from a previous meta-analysis, which showed positive effects on science, including mathematics, but not on language or grade point average.

    “This is slightly differ­ ent from a previous meta-analysis, which showed positive effects on science, including mathematics, but not on language or grade point average (Spruit et al., 2016).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Spruit et al., 2016

      Not checked in the free run.

  • May combine two claims.

    Premisecitation
    § Interpretation · p. 11

    After acute interventions, BDNF levels are increased for a short time period and could explain increased levels of arousal, attention and effort, which positively influences performance on cognitive tasks.

    “After acute interventions, BDNF levels are increased for a short time period and could explain increased levels of arousal, attention and effort, which positively influences the performance on cognitive tasks (Kashihara et al., 2009; Tomporowski, 2003).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Kashihara et al., 2009

      Not checked in the free run.

    • cites Tomporowski, 2003

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning
    § Interpretation · p. 12

    The difference in effects between boys and girls may have been due to differences in compliance or stage of maturation.

    “This may have been due to differences in compliance (boys may have been more active in chronic studies) or stage of maturation.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Study design and conductnone given
    § Interpretation · p. 12

    Studies did not investigate the optimal intervention length, nor the persistence of the observed beneficial effects on cognitive functions.

    “However, studies did not investigate the opti­ mal intervention length, nor the persistence of the observed beneficial effects on cognitive functions.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data
    § Funnel Plot of Standard Error by Hedges's g · p. 25

    There is publication bias in the meta-analysis of chronic interventions and neurocognitive functions.

    “Figure C2. Funnel plot publication bias chronic interventions and neurocognitive functions.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given
    § Interpretation · p. 12

    It could be that with increasing intervention duration, participants get more exhausted, which in turn would have a negative effect on task performance after a long intervention session.

    “Furthermore, it could be that with increasing intervention duration, participants get more exhausted, which in turn would have a negative effect on task performance after a long intervention session.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Study design and conductnone given
    § Strengths and limitations · p. 12

    There is a possibility of publication bias in the studies investigating chronic physical activity interventions.

    “Another limitation is the possibility of publication bias in the studies investigating chronic physical activity interventions.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Premisecitation
    § Strengths and limitations · p. 12

    The age periods of adolescence and young adulthood reflect a period of rapid maturation of the brain, with most prominent changes in the prefrontal cortex.

    “these age periods reflect a period of rapid maturation of the brain, with most prominent changes in the prefrontal cortex (Lebel et al., 2008).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lebel et al., 2008

      Not checked in the free run.

  • May combine two claims.

    Study design and conductreasoning
    § Interpretation · p. 12

    Information about adherence and compliance in the intervention and the maturation was not always reported in the studies, so we cannot say whether the compliance/maturation explanation is the case.

    “However, information about adherence and compliance in the intervention and the maturation was not always reported in the studies and therefore we cannot say whether this is the case.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Interpretation · p. 12

    During physical activity, cognition may or may not be challenged by performing (increasingly) difficult movements or by increasing rules or the number of objects to be handled in an exercise.

    “During physical activity, cognition may or may not be challenged by performing (increasingly) difficult movements or by increasing rules or the number of objects to be handled in an exercise (Tomporowski et al., 2015).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Tomporowski et al., 2015

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning
    § Interpretation · p. 12

    In cognitively challenging interventions the motor-cognition network might play a role in the improvement of the executive functions.

    “In cognitively challenging interventions the motorcognition network might play a role in the improvement of the executive functions.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Interpretationnone given
    § Interpretation · p. 12

    Chronic intervention studies seem more promising to improve working memory than acute interventions in adolescents, however, it is not clear what causes this difference.

    “In sum, chronic intervention studies seem more promising to improve working memory than acute interventions in adolescents, however, it is not clear what causes this difference.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Interpretation · p. 12

    In the meta-analysis of Ludyga et al. (2016) it was suggested that short aerobic exercise bouts of moderate intensity restore cognitive resources, a finding that is in line with our results.

    “In the meta-analysis of Ludyga et al. (2016) it was suggested that short aerobic exercise bouts of moderate intensity restore cognitive resources, a finding that is in line with our results.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ludyga et al. (2016)

      Not checked in the free run.

67 of 67
  • The authors state this as an assumption.

    In particular these characteristics of exercises challenge the motor-cognition network and this might explain the different results found in working memory.

    “We assume that in particular these characteristics of exercises chal­ lenge the motor-cognition network and this might explain the different results found in working memory.”
1 of 1

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Acute physical activity interventions, such as training sessions lasting less than 60 min, have been found to positively influence attention and cognitive flexibility, but not working memory.

    “Conversely, acute physical activity interventions, such as training sessions lasting less than 60 min, have been found to positively influence attention and cognitive flexibility, but not working memory (Haverkamp et al. 2020).”

    From Examining Working Memory Training for Healthy Adults—A Second-Order Meta-Analysis (2024) · cites this paper as Haverkamp et al. 2020

    The Abstract (p. 3) reports improved attention after acute interventions, and the results (p. 7) show no significant effect on working memory. However, the Interpretation (p. 11) says acute interventions did not show a significant overall effect on cognitive flexibility; the finding was instead that shorter sessions were associated with greater cognitive-flexibility effects (p. 12). The studied population was adolescents and young adults. (LLM, conf=0.90)

    Experimental — accuracy not yet measured
  • Long-term physical activity, such as chronic physical activity interventions, has been found to have a positive effect on working memory.

    “Long-term physical activity, such as chronic physical activity interventions, has been found to have a positive effect on working memory (Haverkamp et al. 2020).”

    From Examining Working Memory Training for Healthy Adults—A Second-Order Meta-Analysis (2024) · cites this paper as Haverkamp et al. 2020

  • Regular physical activity positively influences working memory performance more than acute physical activity.

    “Regular physical activity positively influences WM performance more than acute physical activity (Rathore and Lom 2017; Haverkamp et al. 2020).”

    From Examining Working Memory Training for Healthy Adults—A Second-Order Meta-Analysis (2024) · cites this paper as Haverkamp et al. 2020

  • Acute physical activity interventions significantly improved processing speed, inhibition and attention, whereas chronic physical activity interventions significantly improved processing speed, attention, cognitive flexibility, working memory, and language skills.

    “Further research [22] saw deviations from this as they reported acute PA interventions significantly improved processing speed, inhibition and attention, whereas chronic PA interventions significantly improved processing speed, attention, cognitive flexibility, working memory, and language skills.”
  • Physiological mechanisms such as neurotrophic modulation may underlie the influence of physical activity on adolescent brain development, but evidence in this population remains limited.

    “Additionally, physiological mechanisms, such as neurotrophic modulation, may underlie the influence of PA on adolescent brain development; however, evidence in this population remains limited (Haverkamp et al., 2020).”

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Working-memory effect is called large below the paper's large-effect threshold

    Minor

    The paper calls an effect of 0.59 large, although its stated interpretation defines large effects as greater than 0.8.

  • Acute-intervention dose is described as both nonsignificant and significant

    Minor

    The abstract says dose was not significantly associated with outcomes, but the results report a significant association between dose and attention (p = 0.028).

  • Positive coefficients are described as an inverse relationship

    Minor

    The reported coefficients for percentage of boys are positive for both attention and working memory, contradicting the description of the relationships as inverse.

3 of 3

Cites

Flagged first, then by citations

Research works printed but not linked: 9

  1. 10.1016/j.physbeh.2011.06.005 · DOI
  2. Northey J. M., 2017, British Journal of Sports Medicine
  3. Pinto-Escalona T., 2019, Apunts: Educació Física I Esports, 138
  4. Sperlich B., 2018, Frontiers in Physiology, 9
  5. Subramanian S. K., 2015, Journal of Clinical and Diagnostic Research: JCDR, 9, CC04
  6. Tamnes C. K., 2017, Journal of Neuroscience, 3302
  7. Verburgh L., 2013, British Journal of Sports Medicine, 091441
  8. Whyte E. F., 2014, Journal of Sport Rehabilitation, 24, 4), 1-5
  9. Xue Y., 2019, British Journal of Sports Medicine, 099825

Cited by

Sorted by citations

Authors
Haverkamp, B. F., Wiersma, R., Vertessen, K., van Ewijk, H., Oosterlaan, J., & Hartman, E.
Affiliations
  • University Medical Center Groningen (NL)
  • Vrije Universiteit Amsterdam (NL)
  • Curium-LUMC, Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Oegstgeest, The Netherlands
  • Emma Kinderziekenhuis (NL)
Corresponding author
Haverkamp, Barbara Franca
Venue
Journal of Sports Sciences
Published
2020-08-12
Volume
38
Issue
23
Pages
2637-2660
ISSN
  • 0264-0414 (ISSN-L)
  • 1466-447X
OpenAlex
W3048761467
Cited by
238
References
129
Citations by year
2026: 40 · 2025: 62 · 2024: 51 · 2023: 30 · 2022: 33 · 2021: 18 · 2020: 4
FWCI
2.70
Type
journal article
Language
en
Open access
Locations
  • Journal of Sports Sciences (publishedVersion, other-oa)
  • PubMed (publishedVersion)
  • Amsterdam UMC (VU Amsterdam) - Institutional Repository (publishedVersion, other-oa)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion, cc-by-nc-nd)
  • Leiden Repository (Leiden University) (submittedVersion, cc-by-nc-nd)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, cc-by-nc-nd)
  • Pure Amsterdam UMC (submittedVersion, cc-by)
  • VU Research Portal (submittedVersion, other-oa)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, cc-by-nc-nd)
Funders
Nationaal Regieorgaan Onderwijsonderzoek (405-16-411)
Topics
  • Health Sciences › Medicine › Physiology › Physical Activity and Health
  • Social Sciences › Psychology › Developmental and Educational Psychology › Children's Physical and Motor Development
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Training Studies
Keywords
physical activity interventions, cognitive outcomes, academic performance, adolescents, young adults, processing speed, attention, inhibition, cognitive flexibility, working memory, language skills, sex differences
MeSH terms
Academic Performance, Adolescent, Adult, Attention, Cognition, Humans, Language, Memory, Short-Term, Exercise, Young Adult, Executive Function

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.

Statistics and arithmetic are recomputed, not judged.

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