Table 1
Baseline corpus of articles addressing doing physical activity and academic performance in children
| Authors and year | Design | Sample (E-C) | Age (min-max.) | Intervention | Length | Variables | Instrument | Conclusions |
| Ardoy et al. (2014) | Randomised controlled intervention | 67 (26-41) | 13.64 (12-14) | 4 PE sessions (55 min) per week and 4 sessions (55 min) at higher intensity | 4 months | Cognitive performance Academic performance | IGF-M Term grades | The schoolchildren who did 4 sessions of PA at higher intensity improved academic performance, although cognitive performance was not improved. |
| Beck et al. (2016) | Cluster-randomised intervention | 165 (110-55) | 7.5 (7-8) | Motor-enriched mathematical teaching (60 min 3 times a week) | 6 weeks | Mathematical performance Cognitive performance | Ad hoc test (30 items) CANTAB | Greater improvements in subjects with lower maths performance and who perform gross motor tasks. Maintained for up to 8 weeks. |
| Bugge et al. (2018) | Cluster-randomised intervention | 1181 (680-501) | 8.33 (8-9) | Triple Physical Education time (from 90 min to 270 min per week) | 6 years | Academic performance | Danish system national test | The schoolchildren were not affected by the intervention, although health parameters such as cardio-respiratory fitness did improve. |
| Bunketorp et al. (2015) | Quasi-experimental design with control group | 349 (182-167) | 9.95 (9-11) | 2 weekly extracurricular PA sessions lasting 30-45 min | 4 years | Academic performance Emotion and behaviour | National results SDQ | Academic performance increased, student behaviour improved and the level of wellbeing increased, especially in girls. |
| Chen et al. (2017) | Single-blind randomised control trial | 66 (33-33) | 14.18 (13-16) | Multi-component exercise 3 days a week for 50 min at moderate intensity | 12 weeks | Meta-cognitive tasks | TOL | Meta-cognitive capacity was improved in obese adolescents, entailing the capacity to plan and process spatial information. |
| Donnelly et al. (2017) | Cluster-randomised intervention | 584 (316-268) | 8.1 (7-9) | Inclusion of 10 minutes of PA per morning and afternoon lesson (100 min/week) | 3 years | Academic performance | WIAT-III | The A+PAAC programme neither improved nor reduced academic performance, although it did generate physical and mental health benefits. |
| Duncan & Johnson (2014) | Cross-longitudinal study | 18 (18-ND) | 9.8 (8-11) | Fill in WRAT 4 after 20 min at 50% and 75% of HRR on a cycling ergometer | 20 min | Academic performance | WRAT 4 | Moderate intensity exercise on a cycling ergometer improved reading but not arithmetic. The improvements were not associated with greater intensity. |
| Fedewa et al. (2015) | Randomised controlled intervention | 460 (156-304) | ND (school-age) | Inclusion of 20 min of PA per day (5 times a week) by means of movement card games | 8 months | Fluid intelligence Academic performance | SPM National results | The intervention did not improve fluid intelligence. There were improvements in performance in mathematics but not in reading. |
| Gao et al. (2016) | One group pre- and post-test repeated measures | 95 (95-ND) | 10.31 (10-11) | 50 min. weekly school PA + 20 min. daily break based on active videogames | 6 weeks | Academic effort On-task behaviour | Validated scale Direct observation | The intervention programme based on active videogames at school slightly improved academic effort and behaviour. |
| Howie et al. (2015) | Cross-longitudinal study | 96 (96-ND) | ND (9-12) | 5, 10 and 20 min. of moderate intensity classroom PA breaks | 5/10/20 min | Executive functions Memory Academic performance | TMT Digit Recall Maths test | 5 minutes of PA did not generate cognitive improvements, although 10 and 20 minutes did improve maths performance. The programme did not negatively affect executive functions. |
| Krafft et al. (2014) | Randomised controlled intervention | 43 (24-19) | 9.8 (7-11) | Moderate-intensity aerobic exercise 40 minutes per day (5 days a week) | 8 months | Cognition (planning, attention, etc.) | CAS | Physical exercise improved circulation in the anterior cortex in overweight children (decreased supply and greater efficiency) and greater cognitive activation. |
| Lind et al. (2018) | Randomised controlled intervention | 931 (838-93) | 11.9 (10-12) | Two 45-minute exercise sessions per week with the FIFA 11 programme (2 football sessions) | 11 weeks | Cognitive performance | CBB | The FIFA 11 programme based on high-intensity football games had positive effects on cognitive performance (attention, alertness and working memory). |
| Ma et al. (2014) | Cross-longitudinal study | 44 (44-ND) | ND (school-age) | 5 days with “FUNterval” activities (4 min. high intensity PA breaks) | 3 weeks | Behaviour observed in the classroom | BOSST | The FUNtervals programme reduced the time spent off-task (motor, passive, and verbal behaviour). |
| Mullender- Wijnsma et al. (2015) | Randomised controlled intervention | 81 (20-61) | 8.2 (7-9) | Language and maths activity with 10-15 min. physical exercise 3 times a week | 22 weeks | Time spent on tasks | Time spent on tasks | Active language and mathematics activities improved time-on-task in both groups, albeit lower in socially disadvantaged children. |
| Mullender- Wijnsma et al. (2016) | Randomised controlled intervention | 499 (249-250) | 8.1 (7-9) | Active maths and language classes from 20 to 30 min. 3 times a week | 44 weeks over 2 years | Academic performance in language and mathematics | Global reading and maths ability tests | Doing PA in mathematics and language improved performance in these fields due to the level of motivation and the inherent benefits of PA in cognition. |
| Phillips et al. (2015) | Pre-experimental intervention | 72 (36-36) | 14.1 (14-15) | Vigorous aerobic PA circuit with 9 activities and a total duration of 20 min | 20 min | Maths performance | NYSTP | The mean score in mathematical performance was increased in the group that performed vigorous PA after 30 min. (not at 45 min). |
| Quinto i Klausen (2016) | Randomised controlled intervention | 925 (554-371) | ND (11-13) | HIT training for 20 min. 2 times a week | 2 years | Academic performance | Annual grade score | The effect of the intervention was not significant in most fields related to academic performance, and in some cases was even negative. |
| Resaland et al. (2016) | Cluster-randomised controlled intervention | 57 (28-29) | 10.2 (10-11) | 90 min. a wk. of school PA + active breaks per lesson + 10 min. of home PA | 7 months | Academic performance in English, language and mathematics | NDET | No statistical differences in academic performance are shown, although the arithmetic score improved in those with poorest performance at baseline. |
| Riley et al. (2016) | Randomised controlled intervention | 240 (142-98) | 11.1 (11-12) | Mild-moderate PA performance in maths lessons (3 x 60 min) | 6 weeks | Academic performance in mathematics | Field score + teacher scale | PA levels increase without sacrificing academic performance, which improved through task resolution and observed behaviour. |
| Ruiz-Ariza et al. (2018) | Randomised controlled intervention | 190 (87-103) | 13.32 (12-15) | Mild intensity PA performance (walking) through Pokémon Go (40 min a day) | 8 weeks | Cognitive performance Emotional intelligence | Ad hoc basat RIAS TEIQque-SF | Selective attention, concentration and the ability to socialise were improved by using this active videogame for 40 minutes a day. |
| Schmidt et al. (2015) | Randomised controlled intervention | 181 (126-55) | 11.35 (10-12) | PE sessions with team games or aerobic exercise according to experimental group | 6 weeks | Executive functions Inhibition | E-Prime Software Flanker Task | The inclusion of cognitive engagement in PA (team games vs. aerobic exercise) leads to greater improvements in cognitive performance. |
| Tarp et al. (2016) | Cluster-randomised intervention | 632 (215-490) | 12.9 (12-14) | 60 min. moderate school-based PA + 10 min home PA 5 times a week (both) | 20 weeks | Cognitive control Academic performance | Eriksen Flanker Task Maths test | There is no PA effect on executive functions and maths performance. The level of PA did not vary, so no causal relationships were established. |
| Van den Berg et al. (2016) | Randomised controlled intervention | 184 (184-ND) | 11.7 (10-13) | 12-minute aerobic, coordination and strength training by experimental group | 2 days (1 control day) | Attention Cognitive performance | d2TA LDST | 12-minute aerobic, coordination or strength exercise sessions (mild-to-moderate intensity) have no effect on attention and academic performance. |
| Note. Concepts. PA: Physical Activity; PE: Physical Education; NA: Not available; GC: Control group; GE: Experimental group. Instruments: BOSST: Behavioral Observation of Students in Schools Tool; CANTAB: Cambridge Neuropsychological Test Automated Battery; CBB: Costage Brief Battery; NYSTP: New York State Testing Program; d2TA: d2 Test of Attention; LDST: Letter Digit Substitution Test; NDET: Norwegian Directorate for Education and Training; RIAS: Reynolds Intellectual Assessment Scales; IGF-M: Test de Inteligencia Factorial; TOL: Tower of London-Drexel task; TMT: Trail-Making Test; TEIQque-SF: Trait and Emotional Intelligence Questionnaire Short Form; SPM: Standard Progressive Matrices; SDQ: Strengths and Difficulties Questionnaire; WIAT-III: Wechsler Individual Achievement Test-Third Edition; WRAT 4: Wide Range Achievement Test. | ||||||||
