Baseline corpus of articles addressing doing physical activity and academic performance in children<\/em><\/p>\n\n\n\nAuthors and year <\/td> Design<\/td> Sample (E-C)<\/td> Age
(min-max.)<\/td>Intervention <\/td> Length <\/td> Variables <\/td> Instrument<\/td> Conclusions <\/td><\/tr> Ardoy et al. (2014)<\/td> Randomised controlled intervention <\/td> 67 (26-41)<\/td> 13.64 (12-14)<\/td> 4 PE sessions (55 min) per week and 4 sessions (55 min) at higher intensity<\/td> 4 months <\/td> Cognitive performance
Academic performance <\/td>IGF-M
Term grades<\/td>The schoolchildren who did 4 sessions of PA at higher intensity improved academic performance, although cognitive performance was not improved. <\/td><\/tr> Beck et al. (2016) <\/td> Cluster-randomised intervention <\/td> 165
(110-55) <\/td>7.5
(7-8) <\/td>Motor-enriched mathematical teaching (60 min 3 times a week) <\/td> 6 weeks <\/td> Mathematical performance
Cognitive performance<\/td>Ad hoc test (30 items)
CANTAB <\/td>Greater improvements in subjects with lower maths performance and who perform gross motor tasks. Maintained for up to 8 weeks.<\/td><\/tr> Bugge et al. (2018) <\/td> Cluster-randomised intervention<\/td> 1181
(680-501) <\/td>8.33
(8-9) <\/td>Triple Physical Education time (from 90 min to 270 min per week) <\/td> 6 years <\/td> Academic performance <\/td> Danish system national test <\/td> The schoolchildren were not affected by the intervention, although health parameters such as cardio-respiratory fitness did improve. <\/td><\/tr> Bunketorp et al. (2015) <\/td> Quasi-experimental design with control group <\/td> 349
(182-167) <\/td>9.95
(9-11) <\/td>2 weekly extracurricular PA sessions lasting 30-45 min <\/td> 4 years<\/td> Academic performance
Emotion and behaviour <\/td>National results
SDQ <\/td>Academic performance increased, student behaviour improved and the level of wellbeing increased, especially in girls. <\/td><\/tr> Chen et al. (2017) <\/td> Single-blind randomised control trial <\/td> 66
(33-33) <\/td>14.18
(13-16) <\/td>Multi-component exercise 3 days a week for 50 min at moderate intensity <\/td> 12 weeks<\/td> Meta-cognitive tasks <\/td> TOL<\/td> Meta-cognitive capacity was improved in obese adolescents, entailing the capacity to plan and process spatial information. <\/td><\/tr> Donnelly et al. (2017) <\/td> Cluster-randomised intervention <\/td> 584
(316-268) <\/td>8.1
(7-9) <\/td>Inclusion of 10 minutes of PA per morning and afternoon lesson (100 min\/week) <\/td> 3 years<\/td> Academic performance<\/td> WIAT-III <\/td> The A+PAAC programme neither improved nor reduced academic performance, although it did generate physical and mental health benefits. <\/td><\/tr> Duncan & Johnson (2014) <\/td> Cross-longitudinal study <\/td> 18
(18-ND) <\/td>9.8
(8-11) <\/td>Fill in WRAT 4 after 20 min at 50% and 75% of HRR on a cycling ergometer <\/td> 20 min <\/td> Academic performance<\/td> WRAT 4 <\/td> Moderate intensity exercise on a cycling ergometer improved reading but not arithmetic. The improvements were not associated with greater intensity. <\/td><\/tr> Fedewa et al. (2015) <\/td> Randomised controlled intervention <\/td> 460
(156-304) <\/td>ND
(school-age)<\/td>Inclusion of 20 min of PA per day (5 times a week) by means of movement card games <\/td> 8 months<\/td> Fluid intelligence
Academic performance<\/td>SPM
National results <\/td>The intervention did not improve fluid intelligence. There were improvements in performance in mathematics but not in reading. <\/td><\/tr> Gao et al. (2016) <\/td> One group pre- and post-test repeated measures<\/td> 95
(95-ND) <\/td>10.31
(10-11) <\/td>50 min. weekly school PA + 20 min. daily break based on active videogames<\/td> 6 weeks<\/td> Academic effort
On-task behaviour <\/td>Validated scale
Direct observation<\/td>The intervention programme based on active videogames at school slightly improved academic effort and behaviour. <\/td><\/tr> Howie et al. (2015) <\/td> Cross-longitudinal study <\/td> 96
(96-ND) <\/td>ND
(9-12) <\/td>5, 10 and 20 min. of moderate intensity classroom PA breaks <\/td> 5\/10\/20 min <\/td> Executive functions
Memory
Academic performance <\/td>TMT
Digit Recall
Maths test <\/td>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. <\/td><\/tr> Krafft et al. (2014) <\/td> Randomised controlled intervention<\/td> 43
(24-19) <\/td>9.8
(7-11) <\/td>Moderate-intensity aerobic exercise 40 minutes per day (5 days a week) <\/td> 8 months<\/td> Cognition (planning, attention, etc.)<\/td> CAS <\/td> Physical exercise improved circulation in the anterior cortex in overweight children (decreased supply and greater efficiency) and greater cognitive activation. <\/td><\/tr> Lind et al. (2018) <\/td> Randomised controlled intervention <\/td> 931
(838-93) <\/td>11.9
(10-12) <\/td>Two 45-minute exercise sessions per week with the FIFA 11 programme (2 football sessions) <\/td> 11 weeks
<\/td>Cognitive performance <\/td> CBB <\/td> The FIFA 11 programme based on high-intensity football games had positive effects on cognitive performance (attention, alertness and working memory). <\/td><\/tr> Ma et al. (2014) <\/td> Cross-longitudinal study <\/td> 44
(44-ND) <\/td>ND
(school-age)<\/td>5 days with \u201cFUNterval\u201d activities (4 min. high intensity PA breaks) <\/td> 3 weeks<\/td> Behaviour observed in the classroom<\/td> BOSST <\/td> The FUNtervals programme reduced the time spent off-task (motor, passive, and verbal behaviour). <\/td><\/tr> Mullender- Wijnsma et al. (2015) <\/td> Randomised controlled intervention <\/td> 81
(20-61) <\/td>8.2
(7-9) <\/td>Language and maths activity with 10-15 min. physical exercise 3 times a week <\/td> 22 weeks<\/td> Time spent on tasks <\/td> Time spent on tasks <\/td> Active language and mathematics activities improved time-on-task in both groups, albeit lower in socially disadvantaged children. <\/td><\/tr> Mullender- Wijnsma et al. (2016) <\/td> Randomised controlled intervention <\/td> 499
(249-250) <\/td>8.1
(7-9) <\/td>Active maths and language classes from 20 to 30 min. 3 times a week <\/td> 44 weeks over 2 years<\/td> Academic performance in language and mathematics <\/td> Global reading and maths ability tests <\/td> 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. <\/td><\/tr> Phillips et al. (2015) <\/td> Pre-experimental intervention<\/td> 72
(36-36) <\/td>14.1
(14-15) <\/td>Vigorous aerobic PA circuit with 9 activities and a total duration of 20 min <\/td> 20 min <\/td> Maths performance<\/td> NYSTP <\/td> The mean score in mathematical performance was increased in the group that performed vigorous PA after 30 min. (not at 45 min). <\/td><\/tr> Quinto i Klausen (2016) <\/td> Randomised controlled intervention<\/td> 925
(554-371) <\/td>ND
(11-13) <\/td>HIT training for 20 min. 2 times a week <\/td> 2 years<\/td> Academic performance<\/td> Annual grade score <\/td> The effect of the intervention was not significant in most fields related to academic performance, and in some cases was even negative. <\/td><\/tr> Resaland et al. (2016) <\/td> Cluster-randomised controlled intervention<\/td> 57
(28-29) <\/td>10.2
(10-11) <\/td>90 min. a wk. of school PA + active breaks per lesson + 10 min. of home PA <\/td> 7
months <\/td>Academic performance in English, language and mathematics <\/td> NDET <\/td> No statistical differences in academic performance are shown, although the arithmetic score improved in those with poorest performance at baseline. <\/td><\/tr> Riley et al. (2016) <\/td> Randomised controlled intervention<\/td> 240
(142-98) <\/td>11.1
(11-12) <\/td>Mild-moderate PA performance in maths lessons (3 x 60 min) <\/td> 6 weeks<\/td> Academic performance in mathematics<\/td> Field score + teacher scale <\/td> PA levels increase without sacrificing academic performance, which improved through task resolution and observed behaviour. <\/td><\/tr> Ruiz-Ariza
et al. (2018) <\/td>Randomised controlled intervention<\/td> 190
(87-103) <\/td>13.32
(12-15) <\/td>Mild intensity PA performance (walking) through Pok\u00e9mon Go (40 min a day) <\/td> 8 weeks
<\/td>Cognitive performance
Emotional intelligence <\/td>Ad hoc <\/em>basat RIAS
TEIQque-SF <\/td>Selective attention, concentration and the ability to socialise were improved by using this active videogame for 40 minutes a day. <\/td><\/tr> Schmidt et al. (2015) <\/td> Randomised controlled intervention<\/td> 181
(126-55) <\/td>11.35
(10-12) <\/td>PE sessions with team games or aerobic exercise according to experimental group <\/td> 6 weeks<\/td> Executive functions
Inhibition <\/td>E-Prime Software
Flanker Task <\/td>The inclusion of cognitive engagement in PA (team games vs. aerobic exercise) leads to greater improvements in cognitive performance.<\/td><\/tr> Tarp et al. (2016) <\/td> Cluster-randomised intervention<\/td> 632
(215-490) <\/td>12.9
(12-14) <\/td>60 min. moderate school-based PA + 10 min home PA 5 times a week (both) <\/td> 20 weeks<\/td> Cognitive control
Academic performance<\/td>Eriksen Flanker Task
Maths test<\/td>There is no PA effect on executive functions and maths performance. The level of PA did not vary, so no causal relationships were established. <\/td><\/tr> Van den Berg et al. (2016) <\/td> Randomised controlled intervention<\/td> 184
(184-ND) <\/td>11.7
(10-13) <\/td>12-minute aerobic, coordination and strength training by experimental group <\/td> 2 days (1 control day)<\/td> Attention
Cognitive performance<\/td>d2TA
LDST<\/td>12-minute aerobic, coordination or strength exercise sessions (mild-to-moderate intensity) have no effect on attention and academic performance. <\/td><\/tr> 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.<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n