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Cited by 588Physical Activity and HealthChildren's Physical and Motor DevelopmentPhysical Education and Pedagogy

Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel

Open access
Singh, Amika S, Saliasi, Emi, van den Berg, Vera, Uijtdewilligen, Léonie, de Groot, Renate H M, Jolles, Jelle, Andersen, Lars B, Bailey, Richard +11 more·2019·British Journal of Sports Medicine
DOI 10.1136/bjsports-2017-098136
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Abstract

OBJECTIVE: To summarise the current evidence on the effects of physical activity (PA) interventions on cognitive and academic performance in children, and formulate research priorities and recommendations. DESIGN: Systematic review (following PRISMA guidelines) with a methodological quality assessment and an international expert panel. We based the evaluation of the consistency of the scientific evidence on the findings reported in studies rated as of high methodological quality. DATA SOURCES: PubMed, PsycINFO, Cochrane Central, Web of Science, ERIC, and SPORTDiscus. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: PA-intervention studies in children with at least one cognitive or academic performance assessment. RESULTS: Eleven (19%) of 58 included intervention studies received a high-quality rating for methodological quality: four assessed effects of PA interventions on cognitive performance, six assessed effects on academic performance, and one on both. All high-quality studies contrasted the effects of additional/adapted PA activities with regular curriculum activities. For cognitive performance 10 of 21 (48%) constructs analysed showed statistically significant beneficial intervention effects of PA, while for academic performance, 15 of 25 (60%) analyses found a significant beneficial effect of PA. Across all five studies assessing PA effects on mathematics, beneficial effects were reported in six out of seven (86%) outcomes. Experts put forward 46 research questions. The most pressing research priority cluster concerned the causality of the relationship between PA and cognitive/academic performance. The remaining clusters pertained to PA characteristics, moderators and mechanisms governing the 'PA-performance' relationship and miscellaneous topics. CONCLUSION: There is currently inconclusive evidence for the beneficial effects of PA interventions on cognitive and overall academic performance in children. We conclude that there is strong evidence for beneficial effects of PA on maths performance.The expert panel confirmed that more 'high-quality' research is warranted. By prioritising the most important research questions and formulating recommendations we aim to guide researchers in generating high-quality evidence. Our recommendations focus on adequate control groups and sample size, the use of valid and reliable measurement instruments for physical activity and cognitive performance, measurement of compliance and data analysis. PROSPERO REGISTRATION NUMBER: CRD42017082505.

AI snapshot

Written from the paper’s full text.

TL;DR

This paper combines a PRISMA systematic review of physical activity interventions in children and adolescents with an international Delphi expert panel. It finds inconclusive evidence for benefits on cognitive and overall academic performance, but strong evidence for benefits on mathematics, and it sets out research priorities and methodological recommendations.

Key findings

  • From 8103 references, 58 intervention studies met inclusion criteria; 11 were rated high methodological quality, 29 moderate, and 17 weak.
  • Among high-quality studies, 10 of 21 analyses (48%) found significant beneficial effects on cognitive performance, leading to inconclusive evidence.
  • For academic performance overall, 15 of 25 analyses (60%) in high-quality studies showed significant beneficial effects, also inconclusive.
  • Mathematics showed strong evidence of benefit: 6 of 7 outcomes (86%) across five high-quality studies were beneficial; language evidence was inconclusive. No study reported significant adverse effects.

Methods

  • Systematic review registered in PROSPERO and reported per PRISMA, searching six databases through September 2017 for randomised and non-randomised physical activity intervention studies in healthy children and adolescents aged 0–18 with cognitive or academic outcomes.
  • Methodological quality was assessed with an adapted quantitative-study tool across seven domains; evidence synthesis used only high-quality studies and rated consistency at construct/outcome level, with a 75% consistency threshold.
  • A modified Delphi procedure ran in parallel: 23 international experts in two panels generated 59 research questions, reduced to 46 after removing duplicates, then rated and clustered them.

Limitations

  • The paper states that inter-rater percentage agreement was not recorded, that quality assessment involved some subjectivity and discrepancies with another review, and that publication bias may overestimate beneficial effects.
  • The paper notes that many studies compared different physical activity types or doses without a true no-activity control, so conclusions concern additional or adapted physical activity rather than physical activity per se; actual dose and compliance were often unmeasured.
  • The paper also states that fewer than a quarter of included studies were high quality, and that many studies reported only significance without effect sizes or confidence intervals; evident from the text, restricting evidence synthesis to high-quality studies and excluding clinical samples limits generalisability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1136/bjsports-2017-098136

Cites

96 of 96 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

14 of 33 cited sources checked · 11 supported · 0 flagged · accuracy not yet measured

  • Findingcitation

    Hillman and colleagues reported more improvement from pre-test to post-test in some aspects of cognitive performance and measures of brain function in children aged 8 to 9 years who followed the FITKids intervention versus a control group.

    “Hillman and colleagues 50 reported more improvement from pre-test to post-test in some aspects of cognitive performance and measures of brain function in children aged 8 to 9 years who followed the FITKids intervention versus a control group.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
  • Findingcitation

    Resaland et al found no significant intervention effect on mathematics, reading or English in 10-year-old children.

    “Resaland et al 83 found no significant intervention effect on mathematics, reading or English in 10-year-old children.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [83] Resaland, 2016, Effects of physical activity on schoolchildren’s academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial, Prev Med source
  • Findingcitation

    Donnelly and colleagues found improved academic performance on all reported outcome measures (composite scores of reading, spelling and mathematics) when comparing children who received daily bouts of moderate to vigorous physical activity during academic lessons for 3 years (up to 90 min/week) with children who followed the regular curriculum.

    “Donnelly and colleagues 42 found improved academic performance on all reported outcome measures (ie, the composite scores of reading, spelling and mathematics), when comparing children who received daily bouts of moderate to vigorous PA during academic lessons for 3 years (up to 90 min/ week) with children who followed the regular curriculum.”
    Quote in the paperSubstantial claim1 of 1 sources checked
  • Findingown data

    All four studies that reported beneficial effects on maths performance assessed intervention programmes with a minimal frequency of three sessions per week and a minimal programme duration of two school years.

    “Interestingly, all four studies 38 41 42 70 that reported beneficial effects on maths performance assessed intervention programmes with a minimal frequency of three sessions per week and a minimal programme duration of two school years.”
    Quote in the paperNot a substantial claim3 of 3 sources checked
    • cites [38] source

      The Intervention (p. 3) specifies three exercise sessions per week, and Intervention Effect (p. 5) reports greater improvement in maths scores for intervention children. But the Design (p. 3) says children received the intervention for one school year and were in the comparison group the other year. This study therefore does not support the claim that its programme lasted at least two school years. (LLM, conf=0.91)

      Experimental — accuracy not yet measured
    • cites [41] source
    • cites [42] source
  • Findingcitation

    A small number of studies examined functional brain correlates that may underlie the effects of physical activity on cognitive performance.

    “A small number of studies examined functional brain correlates that may underlie the effects of PA on cognitive performance.49 50 57 58”
    Quote in the paperNot a substantial claim3 of 3 sources checked
    • cites [49] source
    • cites [50] source
    • cites [57] Chaddock-Heyman, 2013, The effects of physical activity on functional MRI activation associated with cognitive control in children: a randomized controlled intervention, Front Hum Neurosci source
  • May combine two claims. 19
  • Classified as probably not a substantial claim. 24

  • May combine two claims.

    Findingcitation

    Telford et al compared 2 years of specialist-taught physical education with non-specialist taught physical education and found a significant intervention effect of 10.9 points in numeracy but not in reading or writing in 8-to 11-year-old children.

    “Telford et al 41 compared 2 years of specialist-taught PE with non-specialist taught PE and found a significant intervention effect of 10.9 points in numeracy but not in reading or writing in 8-to 11-year-old children.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [41] source

      Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingcitation

    Participation in an exergaming-based intervention (2×15 min, three times a week) in a study by Gao et al resulted in higher maths grades in fourth-grade children compared with a group receiving unstructured recess, but no significant differences in reading scores.

    “Participation in an exergaming-based intervention (2×15 min, three times a week) in a study by Gao et al 38 resulted in higher maths grades in fourth-grade children compared with a group receiving unstructured recess, but no significant differences in reading scores.”
    Quote in the paperNot a substantial claim1 of 1 sources checked

  • May combine two claims.

    Findingown data

    Of the 11 high-quality studies, four reported outcomes on cognitive performance, six on academic performance, and one on both.

    “Of the 11 high-quality studies, four reported outcomes on cognitive performance, 36 50 54 65 six on academic performance, 30 38 41 42 51 83 and one on both. 70”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites [36] Chaya, 2012, Effect of yoga on cognitive abilities in schoolchildren from a socioeconomically disadvantaged background: a randomized controlled study, J Journal Complement Med source
    • cites [50] source
    • cites [54] Schmidt, 2015, Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: a group-randomized controlled trial, J Sport Exerc Psychol source

  • Classified as probably not a substantial claim.

    Study design and conductown data

    The consistency of scientific evidence was evaluated based on findings from studies rated high methodological quality.

    “We based the evaluation of the consistency of the scientific evidence on the findings reported in studies rated as of high methodological quality.”
    • Also stated in: § Methodological quality assessment and synthesis of scientific evidence · plain
      “In accordance with a previous systematic review by our group, 9 the level of scientific evidence was rated based on the following criteria:”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [9] source

      The LEVEL OF SCIENTIFIC EVIDENCE section says the review disregarded low-quality studies when at least two high-quality studies were available. But it also used low-quality studies to assess moderate evidence in other cases, so the claim overstates the extent to which its evaluation relied on high-quality studies alone. The supplied passages do not give page numbers. (LLM, conf=0.86)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingown data

    Eleven studies were rated as of high methodological quality, 29 as moderate, and 17 as weak.

    “Eleven studies were rated as of high methodological quality, 30 36 38 41 42 50 51 54 65 70 83 29 studies as of moderate, and 17 as of weak methodological quality”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [30] source
    • cites [36] Chaya, 2012, Effect of yoga on cognitive abilities in schoolchildren from a socioeconomically disadvantaged background: a randomized controlled study, J Journal Complement Med source
    • cites [38] source

  • May combine two claims.

    Findingnone given

    Many studies compared various types and doses of physical activity against one another and did not include true no-physical-activity control conditions.

    “It is important to keep in mind that many studies compared various types and doses of physical activity against one another and did not include true no-PA control conditions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    Chaya and colleagues compared daily yoga with structured physical activity (stretching and aerobic exercise) and found no significant differences on any of the cognitive performance tests between groups.

    “Chaya and colleagues 36 compared daily yoga with structured PA (stretching and aerobic exercise) and found no significant differences on any of the cognitive performance tests between groups.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [36] Chaya, 2012, Effect of yoga on cognitive abilities in schoolchildren from a socioeconomically disadvantaged background: a randomized controlled study, J Journal Complement Med source

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

    Findingown data

    All the experts agreed with the final formulation and clustering of the research questions.

    “All the experts agreed with the final formulation and clustering of the research questions (see online supplementary table 3).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The selected expert panel members are representative of the relevant scientific community.

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

    Findingown data

    The highest rated research question (111 out of 115 points) highlighted the need to establish the causality of the relationship between physical activity and cognitive and academic performance.

    “The highest rated research question (111 out of 115 points) highlighted the need to establish the causality of the relationship between PA and cognitive and academic performance.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The selected expert panel members are representative of the relevant scientific community.

  • Classified as probably not a substantial claim.

    Findingreasoning

    As confirmed by the expert panel, more research is needed to understand the mechanisms underlying the potential effects of physical activity on cognitive performance.

    “As confirmed by our expert panel, more research is needed to understand the mechanisms underlying the potential effects of PA on cognitive performance.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The selected expert panel members are representative of the relevant scientific community.

  • May combine two claims.

    Findingnone given

    Many studies in the review compared a specific PA intervention versus regular PE lessons or more PA versus less PA, often leading to little contrast in duration or frequency of PA between groups.

    “Many studies in our review compared a specific PA intervention versus regular PE lessons or more PA versus less PA, often leading to little contrast in duration or frequency of PA between groups.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    Only one study (Pesce et al 43) conducted a mediation analysis and found that ball skills mediated the effect of an intervention programme during physical education on inhibition, a core executive function.

    “Only one study conducted by Pesce et al 43 conducted a mediation analysis and found that ball skills mediated the effect an intervention programme during physical education on inhibition, a core executive function.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pesce et al 43

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    Most examined PA interventions require a high level of commitment from school staff to be implemented.

    “Most examined PA interventions require a high level of commitment from school staff to be implemented.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    Many studies only mention whether the intervention effect was significant or not without providing information on effect sizes, confidence intervals or an exact P-value.

    “Many studies only mention whether the intervention effect was significant or not without providing information on effect sizes, confidence intervals or an exact P-value.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Premisecitation

    Cognitive/academic performance can theoretically improve through biological or psychosocial pathways, and an interplay between the two is possible and probable.

    “Cognitive/academic performance can theoretically improve through biological or psychosocial pathways, 20 and an interplay between the two is possible and probable.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [20] source

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

    Study design and conductown data

    The review applied the PRISMA reporting guidelines.

    “We applied the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) reporting guidelines for this review.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    The review's conclusion refers to the effects of additional physical activity or adaptations of the physical activity curriculum on cognitive or academic performance, but not on the effects of physical activity per se.

    “As such, our conclusion refers to the effects of additional PA or adaptations of the PA curriculum such as structured recess, frequency/intensity/ specialist taught PE, active academic lessons on cognitive or academic performance, but not on the effects of PA per se.”
    Quote in the paperSubstantial claim

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

    Study design and conductnone given

    The current review was registered at PROSPERO (CRD42017082505).

    “The current review was registered at PROSPERO (CRD42017082505).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    This subjectivity is partly due to the interpretation of the categories, but also to the fact that weighing and interpretation of certain methodological aspects are highly dependent on the specific research question.

    “This subjectivity is partly due to the interpretation of the categories, but also to the fact that weighing and interpretation of certain methodological aspects are highly dependent on the specific research question.”
    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 conductnone given

    The percentage agreement between raters in the different phases was not recorded, but all disagreements were resolved by discussion between both raters or if necessary by a third author.

    “We have not recorded the percentage agreement between the raters in the different phases (ie, selection of the studies, quality assessment), but all disagreements were resolved by discussion between both raters or if necessary by a third author.”
    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 conductnone given

    The paper was externally peer reviewed and not commissioned.

    “Provenance and peer review Not commissioned; externally peer reviewed.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationcitation

    Differential effects between exercise types may stem from various reasons.

    “Differential effects between exercise types may stem from various reasons.90”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [90] Pesce, 2012, Shifting the focus from quantitative to qualitative exercise characteristics in exercise and cognition research, J Sport Exerc Psychol source

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Variability of practice that is central to coordination and perceptual-motor exercise training may be an interface between motor and cognitive development promotion.

    “Variability of practice that is central to coordination and perceptual-motor exercise training, for example, may be an interface between motor and cognitive development promotion.91”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [91] Pesce, 2016, Variability of practice as an interface between motor and cognitive development, Int J Sport Exerc Psychol source

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    Interrupting and limiting sedentary time with standing desks or short activity bouts may be more feasible in the school setting and, therefore, a promising form of intervention.

    “Interrupting and limiting sedentary time with standing desks or short activity bouts may be more feasible in the school setting and, therefore, a promising form of intervention.”
    Quote in the paperNot a substantial claim

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

    Study design and conductnone given

    This study employed a structured Delphi technique to map the research priorities set and ranked by international experts.

    “This study employed a structured Delphi technique to map the research priorities set and ranked by international experts.”
    Quote in the paperNot a substantial claim

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

    Study design and conductnone given

    The current study was approved by the Medical and Ethical Committee of the VU University medical center in Amsterdam, The Netherlands.

    “As part of the SMART MOVES! project, the current study was approved by the Medical and Ethical Committee of the VU University medical center in Amsterdam, The Netherlands.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    These steps were taken to assure greater objectivity and generalisability in rating the research questions.

    “These steps were taken to assure greater objectivity and generalisability in rating the research questions.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The choice of assessing evidence at the level of outcomes provides a more detailed picture of potential PA effects on cognitive/academic performance.

    “We believe that our choice of assessing evidence on the level of outcomes provides a more detailed picture of potential PA effects on cognitive/academic performance.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Previous reviews based their conclusions on study-level findings and did not take into account the number of outcomes analysed, leading to potential overestimation of the relationship between PA and cognitive/academic performance.

  • May combine two claims.

    Study design and conductreasoning

    The review only included intervention studies, which enables conclusions on the effects of PA interventions on cognitive and academic performance.

    “A major strength of our review is that we only included intervention studies, which enables us to draw conclusions on the effects of PA interventions on cognitive and academic performance.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    The combination of the systematic literature search with a methodological quality assessment served as the basis for the evidence synthesis at the level of outcome measures.

    “Another strength is the combination of the systematic literature search with a methodological quality assessment: both served as the basis for the evidence synthesis at the level of outcome measures.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The exact dose of PA that children received is unknown, or it is unclear whether they compensated the increased PA in school with less PA after school.

    “Therefore, the exact dose of PA that children received is unknown, or it is unclear whether they compensated the increased PA in school with less PA after school.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductreasoning

    Experts were not influenced by one another in generating or rating the responses, and were not known to each other until after data collection was completed.

    “Experts were not influenced by one another in generating or rating the responses, and, in fact, were not known to each other until after data collection was completed.”
    Quote in the paperSubstantial claim

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

    Study design and conductnone given

    Two researchers independently rated the methodological quality, and authors of included studies were approached when necessary to provide additional information to ensure accuracy.

    “Two researchers independently rated the methodological quality, and, when necessary, the authors of the included studies were approached to provide additional information to ensure an optimal level of accuracy.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    Anonymity of responses throughout the rounds was maintained.

    “An important strength of this method is the anonymity of responses throughout the rounds.”
    Quote in the paperSubstantial claim

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

    Study design and conductnone given

    Experts on the panel represented research institutions in various countries and continents and offered experience from different scientific fields.

    “In addition, experts on our panel represented research institutions in various countries and continents and offered experience from different scientific fields.”
    Quote in the paperNot a substantial claim
35 of 35

  • The paper relies on this without support.

    The selected expert panel members are representative of the relevant scientific community.

    “The leading authors (AS, ES, VB, MC) independently recommended a multidisciplinary group of international experts on the topic of PA and cognitive/academic performance in children from different regions of the world.”

  • The paper relies on this without support.

    Previous reviews based their conclusions on study-level findings and did not take into account the number of outcomes analysed, leading to potential overestimation of the relationship between PA and cognitive/academic performance.

    “Previous reviews based their conclusions on study level findings (ie, if a study reported beneficial effects of an intervention on one but not all outcome measures, the study was rated as 'positive').”
    “Most reviews summarised the existing evidence at study level, not taking into account the number of outcomes analysed, thereby leading to a potential overestimation of the suggested relationship between PA and cognitive/academic performance.”

  • The paper relies on this without support.

    Positive findings are more likely to be published, resulting in an overestimation of the beneficial effect of PA on cognitive/academic performance.

    “Another potential limitation is publication bias: positive findings are more likely to be published, resulting in an overestimation of the beneficial effect of PA on cognitive/ academic performance.”
3 of 3

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?

  • Physical activity during childhood may promote cognitive development and improve academic performance.

    “Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance.”

    From Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review (2022) · cites this paper as [14]

    The Introduction says physical activity may positively influence the developing brain and that cognitive skills are important for academic performance. But the Evidence synthesis finds inconclusive evidence of benefits for cognitive and overall academic performance, with strong evidence only for mathematics; the Discussion says evidence for the proposed pathways is sparse. The paper therefore supports the possibility, not the implied sequence that physical activity improves academics through cognitive development. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Singh et al. reported inconclusive results on the relationship between physical activity interventions and academic and cognitive performance; of 11 high-quality studies, 60% reported a significant beneficial effect on academic performance and 48% on cognitive performance.

    “Likewise, a study conducted by Singh et al. [29] investigated the relationship between PA interventions and academic and cognitive performance and reported inconclusive results. Notably, of the 11 high-quality studies included in the synthesis, 60% reported a significant beneficial effect of PA on academic performance, and 48% reported a significant beneficial effect on cognitive performance.”

    From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [29]

    Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

    Experimental — accuracy not yet measured

  • Rasberry et al., Singh et al., and Sember et al. only included children or adolescents that were nondisabled, and Marques et al. did not specify the characteristics of the included population.

    “Rasberry et al. [28], Singh et al. [29], and Sember et al. [30] only included children or adolescents that were nondisabled, and Marques et al. [14] did not specify the characteristics of the included population.”

    From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [29]

    The Literature search and eligibility section says Singh et al. included apparently healthy children or adolescents and excluded studies focused on clinical samples. That supports the population description in broad terms, but it does not establish that every included child or adolescent was nondisabled. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Physical activity interventions, particularly those integrated into classroom activities, may be beneficial for cognitive functioning, attention, and academic performance in children and adolescents.

    “Singh et al. (2019) further demonstrated that physical activity interventions, particularly those integrated into classroom activities, may be beneficial for cognitive functioning, attention, and academic performance in children and adolescents.”

    From The impact of physical activity on academic performance in children and adolescents: a meta-analysis (2026) · cites this paper as Singh et al., 2019

    The Evidence synthesis (page unavailable) reports beneficial effects in some cognitive and academic outcomes, with strong evidence specifically for mathematics performance. It finds the evidence inconclusive for cognitive and overall academic performance, however, and does not establish that classroom-integrated interventions are particularly beneficial or that attention improves specifically. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Regular physical activity is associated with improvements in cognitive functioning, attentional performance, and academic achievement among children and adolescents.

    “A growing body of evidence suggests that regular physical activity is associated with improvements in cognitive functioning, attentional performance, and academic achievement among children and adolescents (Singh et al., 2019; Unterguggenberger, 2025).”

    From The impact of physical activity on academic performance in children and adolescents: a meta-analysis (2026) · cites this paper as Singh et al., 2019

    The Review reports improvements in attention in some interventions, and the Evidence synthesis finds strong evidence of benefits for mathematics performance. But the Evidence synthesis finds the evidence for cognitive and overall academic benefits inconclusive, so the claim overstates a general improvement across those outcomes. The paper assesses specific physical-activity interventions rather than regular physical activity broadly; page numbers were not available in our copy. (LLM, conf=0.90)

    Experimental — accuracy not yet measured

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.

  • Language-outcome benefit reported as both 27% and 53%

    Major

    The evidence synthesis reports beneficial effects for 27% of language outcomes, but the later breakdown reports eight of 15 language outcomes, or 53%. These are incompatible accounts of the same outcome category.

  • Conflicting counts of high-quality academic studies

    Minor

    The paper identifies six high-quality studies with academic outcomes and one with both types of outcome, for seven in total. Its evidence synthesis says the academic analyses came from six studies.

  • Conflicting counts of high-quality cognitive studies

    Minor

    The results describe four high-quality studies with cognitive outcomes plus one with both cognitive and academic outcomes, for five in total. The discussion instead says six examined cognitive performance.

3 of 3

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Related

Authors
Singh, A. S., Saliasi, E., van den Berg, V., Uijtdewilligen, L., de Groot, R. H. M., Jolles, J., Andersen, L. B., Bailey, R., Chang, Y.-K., Diamond, A., Ericsson, I., Etnier, J. L., Fedewa, A. L., Hillman, C. H., McMorris, T., Pesce, C., Pühse, U., Tomporowski, P. D., & Chinapaw, M. J. M.
Affiliations
  • Amsterdam Public Health (NL)
  • National University of Singapore (SG)
  • Vrije Universiteit Amsterdam (NL)
  • Western Norway University of Applied Sciences (NO)
  • National Taiwan Normal University (TW)
  • University of British Columbia (CA)
  • Malmö University (SE)
  • University of North Carolina at Greensboro (US)
  • University of Kentucky (US)
  • Northeastern University (US)
  • University of Chichester (GB)
  • Foro Italico University of Rome (IT)
  • University of Basel (CH)
  • University of Georgia (US)
Corresponding author
Singh, Amika S
ORCID
Venue
British Journal of Sports Medicine
Publisher
BMJ
Published
2018-07-30
Volume
53
Issue
10
Pages
640-647
ISSN
  • 0306-3674 (ISSN-L)
  • 1473-0480
DOI
10.1136/bjsports-2017-098136
OpenAlex
W2885359685
Cited by
588
References
101
Citations by year
2026: 57 · 2025: 86 · 2024: 70 · 2023: 76 · 2022: 87 · 2021: 88 · 2020: 78 · 2019: 41 · 2018: 4
FWCI
6.93
Type
journal article
Language
en
Open access
Locations
  • British Journal of Sports Medicine (publishedVersion)
  • PubMed (publishedVersion)
  • Amsterdam UMC (VU Amsterdam) - Institutional Repository (publishedVersion)
  • DSpace (Open University in the Netherlands) (publishedVersion, cc-by)
  • VU Research Portal (publishedVersion, other-oa)
  • Pure Amsterdam UMC (submittedVersion, other-oa)
  • Malmö University Publications (Malmö University) (submittedVersion)
  • HighWire Press Open Archive (submittedVersion)
  • DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
Funders
Nederlandse Organisatie voor Wetenschappelijk Onderzoek
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 performance, academic performance, children, adolescents, mathematics achievement, research priorities, expert panel recommendations, causality, mechanisms, control groups, measurement instruments
MeSH terms
Academic Performance, Adolescent, Child, Cognition, Humans, Exercise

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 2026-10-11.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-11.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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