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Cited by 86Developmental and Educational NeuropsychologyPhysical Activity and HealthChildren's Physical and Motor Development

Effects of Sport-Based Interventions on Children’s Executive Function: A Systematic Review and Meta-Analysis

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Contreras-Osorio, Falonn, Campos-Jara, Christian, Martínez-Salazar, Cristian, Chirosa-Ríos, Luis, Martínez-García, Darío·2021·Brain Sciences
DOI 10.3390/brainsci11060755PMC PMC8226694
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Abstract

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

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  • ECA may support achievement by providing structured, adult-supervised contexts that foster self-regulation, persistence, motivation, peer integration and school engagement.

    “ECA may support achievement by providing structured, adult-supervised contexts that foster self-regulation, persistence, motivation, peer integration and school engagement (Contreras-Osorio et al., 2021;Donnelly et al., 2016;Eccles et al., 2003;Fredricks & Eccles, 2006;Román-Caballero et al., 2022;Singh et al., 2019;Váradi, 2022).”

    From Participation in extracurricular activities predicts academic growth and mediates socioeconomic inequalities in primary school (2026) · cites this paper as Contreras-Osorio et al., 2021

    The Introduction (page unavailable) links executive function with school success and associates its development with sport. The Discussion (page unavailable) says sports can encourage emotional and social development and personal commitment, while section 4.3 discusses self-control. The paper examines sport interventions, not ECA generally, and does not establish the claimed adult-supervised pathway or outcomes of peer integration and school engagement. (LLM, conf=0.84)

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Authors
Contreras-Osorio, F., Campos-Jara, C., Martínez-Salazar, C., Chirosa-Ríos, L., & Martínez-García, D.
Affiliations
  • Universidad Andrés Bello (CL)
  • Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile
  • Departamento de Educación Física, Deportes y Recreación, Pedagogía en Educación Física, Facultad de Educación y Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco 4780000, Chile
  • Department Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain
  • Faculty of Rehabilitation Sciences, Universidad Andres Bello, Concepción 4030000, Chile
ORCID
Venue
Brain Sciences
Publisher
MDPI AG
Published
2021-06-07
Volume
11
Issue
6
Pages
755
ISSN
2076-3425 (ISSN-L)
DOI
10.3390/brainsci11060755
PMC
PMC8226694
OpenAlex
W3166908307
Cited by
86
References
20
Citations by year
2026: 14 · 2025: 19 · 2024: 26 · 2023: 11 · 2022: 12 · 2021: 4
FWCI
3.22
Type
journal article
Language
en
Open access
Licence
Locations
  • Brain Sciences (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Omeka S (Universidad de La Frontera) (submittedVersion, cc-by-nc-nd)
  • Repositorio Institucional Académico , Sistema de Bibliotecas Universidad Andrés Bello (UNAB) (Universidad Andrés Bello (UNAB)) (submittedVersion, cc-by)
  • Institutional Repository of the University of Granada (University of Granada) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Universidad de Granada
Topics
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Health Sciences › Medicine › Physiology › Physical Activity and Health
  • Social Sciences › Psychology › Developmental and Educational Psychology › Children's Physical and Motor Development
Keywords
executive function, sport-based intervention, children, adolescents, physical activity, working memory, inhibitory control, cognitive flexibility, cognitive development

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.

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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