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Cited by 273Physical Activity and HealthChildren's Physical and Motor DevelopmentPhysical Education and Pedagogy

More than one road leads to Rome: A narrative review and meta-analysis of physical activity intervention effects on cognition in youth

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Vazou, Spyridoula, Pesce, Caterina, Lakes, Kimberley, Smiley-Oyen, Ann·2019·International Journal of Sport and Exercise Psychology
DOI 10.1080/1612197x.2016.1223423PMC PMC6615761
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Abstract

A growing body of research indicates that physical activity (PA) positively impacts cognitive function in youth. However, not all forms of PA benefit cognition equally. The purpose of this review was to determine the effect of different types of chronic PA interventions on cognition in children and adolescents. A systematic search of electronic databases and examination of the reference lists of relevant studies resulted in the identification of 28 studies. Seven categories of PA were identified, based on all possible combinations of three types of PA (aerobic, motor skill, cognitively engaging), and four comparison groups (no treatment, academic, traditional physical education, aerobic). Effect sizes were calculated based on means and SDs at the post-test using Hedge's g formula, which includes a correction for small sample bias. Each study was only entered once in each intervention-comparator category. Full data were provided from 21 studies (28 effect sizes; n=2042 intervention; n=2002 comparison group). Overall, chronic PA interventions had a significant small-to-moderate effect on cognition (0.46). Moderate significant positive effects were identified when PA interventions were compared to no treatment (0.86) or academic content (0.57). A non-significant effect was noted when PA interventions were compared to traditional physical education (0.09) or aerobic group (0.80). However, high heterogeneity in pooled effect sizes suggests that important differences in the qualitative characteristics of the PA intervention and comparison interventions may exist. Effect sizes based on comparisons between different types of PA interventions and comparison groups are discussed in order to identify possible directions for future investigations. We conclude that chronic PA interventions have a positive impact on cognitive function in youth, but more systematic research is needed in this area.

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  • The positive small to moderate effect of longitudinal physical activity programs on executive functions (ES = 0.24) is slightly lower than the positive small to moderate effect on executive functions (ES = 0.46) found in a previous meta-analysis including both children and adolescents.

    “For longitudinal physical activity programs (i.e.continuous regular physical activity over several weeks), a positive small to moderate effect on executive functions (ES = 0.24) was found, which is slightly lower than the positive small to moderate effect on executive functions (ES = 0.46) found in a previous meta-analysis including both children and adolescents.22”

    From Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis (2018) · cites this paper as [22]

    The Results of Meta-Analysis (Overall Effect; page unavailable) report ES = 0.46 for overall cognitive function in children and adolescents, not specifically for executive functions. The Discussion says chronic physical activity interventions benefit cognition, but the paper does not report the claimed ES = 0.24 for longitudinal programs or make the stated comparison between the two estimates. (LLM, conf=0.88)

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  • The finding that cognitively engaging physical activity has a greater effect on executive functions is supported by a recent meta-analysis that compared the effects of different types of longitudinal physical activity programs on cognitive functioning in children and adolescents.

    “This finding is supported by the recent meta-analysis that compared the effects of different types of longitudinal physical activity programs on cognitive functioning in children and adolescents.22”

    From Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis (2018) · cites this paper as [22]

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  • Physical activity interventions have a positive effect on cognitive performance and academic performance in children.

    “It is well-known that physical activity interventions have a positive effect on cognitive performance and academic performance in children (87, 88).”

    From Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review (2022) · cites this paper as [87]

  • Physical activities with relatively high cognitive engagement have more effect on executive functions compared to physical activities with relatively low cognitive engagement.

    “Physical activities with a relatively high cognitive engagement (e.g.tennis, where children have to plan strategically, focus attention, and so forth) are suggested to have more effect on executive functions, compared to physical activities with a relatively low cognitive engagement (e.g.long distance running, which involves more automated movements).20,22”

    From Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis (2018) · cites this paper as [22]

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Authors
Vazou, S., Pesce, C., Lakes, K., & Smiley-Oyen, A.
Affiliations
  • Iowa State University (US)
  • Department of Health Sciences, Italian University Sport and Movement, Piazza Lauro De Bosis, 15, Rome 00135, Italy
  • University of California, Irvine (US)
  • Department of Kinesiology, Iowa State University, 237 Forker Building, Ames, IA 50011, USA
Corresponding author
Vazou, Spyridoula
ORCID
Venue
International Journal of Sport and Exercise Psychology
Publisher
Informa UK Limited
Published
2016-09-17
Volume
17
Issue
2
Pages
153-178
ISSN
  • 1557-251X (ISSN-L)
  • 1612-197X
DOI
10.1080/1612197x.2016.1223423
PMC
PMC6615761
OpenAlex
W2520364176
Cited by
273
References
14
Citations by year
2026: 27 · 2025: 35 · 2024: 20 · 2023: 31 · 2022: 36 · 2021: 40 · 2020: 32 · 2019: 22 · 2018: 17 · 2017: 8 · 2016: 5
FWCI
2.03
Type
journal article
Language
en
Open access
Locations
  • International Journal of Sport and Exercise Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • eScholarship (California Digital Library) (submittedVersion)
Funders
NIH (P01HD-048721)
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 Pedagogy
Keywords
physical activity interventions, cognitive function, children and adolescents, aerobic exercise, motor skill training, physical education, exercise training

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