Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement

Abstract There is evidence that physical activity positively influences cognition and academic outcomes in childhood. This systematic review used a three-level meta-analytic approach, which handles nested effect sizes, to assess the impact of interventions. Ninety-two randomised control trials typically developing children (5–12 years old, N = 25,334) were identified. Control group type intervention characteristics including duration, frequency, teacher qualification explored as potential moderators. Results showed interventions improved on-task behaviour with large size ( g 1.04, p 0.03 (95% CI: 0.08–2.00), very low-certainty evidence) led moderate improvements creativity 0.70, < 0.01 (0.20–1.20), evidence). Small beneficial effects found for fluid intelligence 0.16, (0.02, 0.30), moderate-certainty working memory 0.18, (0.07–0.29), evidence), but no overall benefit was observed attention, inhibitory control, planning, cognitive flexibility or outcomes. Heterogeneity high, moderator analyses indicated (PA) instruction 6–10-week duration vigorous intensity on mathematics enriched PA programmes language In contrast, aerobic benefitted executive function These results therefore suggest differential mechanisms different types aspects cognition.