Meta-analysis of the influence of physical activity on executive function and academic performance of school-age children

Abstract

Objective To conduct a meta-analysis of relevant literature and systematically evaluate the effects of physical activity on the executive function and academic performance of school-age children (6—12 years old) in the past 20 years, and to provide a new perspective for future interventions to promote physical activity of school-age children and school health decisions.

Methods Using systematic reviews and meta-analysis methods, papers regarding the eflect of phyical activity on executive function and academic performance among school-age children physical activities published during the period from January 1, 2000 to December 31, 2019 were retrieved in five databases including PubMed, Web of Science, Medline, Eric and SPORTDiscus. The English retrieval words were “child * ” OR “pediatr * ” OR “paediatr * ” OR “teen * ” OR “pre-adolescen * ” OR “preadolescen * ” OR “youth” OR (“primary” OR “elementary” AND “school * ”) AND “control group” OR “control condition” OR “randomi * ” OR “cross-over” AND “motor activity” OR “exercise” OR “physical fitness” OR “physical endurance” AND “executive function” OR “Inhibition (Psychology) ” OR “problem solving” OR “cognition” AND “academic * ” OR “school * ” OR “education * ” AND “achievement * ” OR “performance * ” OR “abilit * ” OR “skill * ” OR “competence”.

Results A total of 23 relevant literatures were included and evaluated. Longitudinal physical activity had a positive effect on executive function ( Hedges' g = 0.24, 95% CI = 0.09-0.39) and academic performance ( Hedges‘g = 0.26, 95% CI =0.02-0.49).

Conclusion The study found that physical activity has a positive effect on the executive function and academic performance of school-age children. Interventions for promoting regular physical activity within a few weeks will achieve the greatest effect.

Abstract

【摘要】 目的 评价近20年内体力活动对学龄期儿童(6~ 12岁) 执行功能和学业成绩的影响, 为促进学龄期儿童体 力活动的干预及学校卫生决策提供新的视角。 方法 采用系统评价和Meta分析的方法, 在PubMed、Web of Science、Med- line、Eric和SPORTDiscus等5个数据库中检索时间从2000年1月1日至2019年12月31日发表的关于体力活动对学龄 期儿童的执行功能和学业成绩影响的相关研究。检索词为："child * ” OR "pediatr * ” OR "paediatr * ” OR "teen * ” OR ”pre-adolescen * ” OR "preadolescen * ” OR "youth, , OR ("primary, , OR ”elementary" AND ”school *") AND ”control group" OR ”control condition" OR ” randomi *, ' OR “ cross-over" AND ” motor activity“ OR ” exercise“ OR ” physical fitness“ OR ”physical endurance" AND ” executive function“ OR ” Inhibition (Psychology) “ OR ” problem solving“ OR “ cognition" AND ”academic *, ' OR ” school *, , OR ” education *, ' AND ” achievement *, , OR ” performance *, ' OR ” abilit *, ' OR ” skill *, ' OR Competence"。 结果 共纳人23篇相关文献并进行评价分析。纵向体力活动对执行功能 ( Hedges' g =0.24, 95% CI =0.09〜 0.39)和学业成绩 ( Hedges' g = 0.26, 95% CI =0.02〜0.49) 有积极影响。 结论 体力活动对学龄期儿童的执行功能和学业成 绩产生积极影响, 数周内持续进行定期体力活动的干预措施将获得最大的效果。