Physical Activity on Academic Performance

SUMMARY

Joseph James and his colleagues conducted a systematic review to examine the effects of physical activity on the academic performance of school-aged children. The paper synthesizes existing research to explore the relationship between regular physical activity and various academic outcomes, including cognitive function, grades, and classroom behavior. The authors begin by highlighting the growing concern over the sedentary lifestyles of children, exacerbated by the rise of screen time and reduced opportunities for physical activity both at home and in school. 

They emphasize that while academic achievement remains the primary focus of education systems, the role of physical activity in supporting learning outcomes is often overlooked. The review aims to fill this gap by systematically analyzing studies that investigate the link between physical activity and academic performance. The paper categorizes the effects of physical activity into three key domains: cognitive functioning, academic achievement (measured by grades and standardized test scores), and classroom behavior. 

Findings consistently suggest that physical activity has a positive impact on cognitive function, particularly in areas like memory, attention, and executive functioning. Children who engage in regular physical activity tend to show better concentration and information retention, which are critical for academic success. In terms of academic achievement, the review finds mixed results. While some studies report a direct positive correlation between physical activity and improved grades, others indicate no significant impact.

However, the authors note that even in cases where direct academic improvements were not observed, physical activity positively influenced factors such as classroom behavior and attendance, which indirectly support better academic performance. The paper also emphasizes the importance of different types of physical activities, including aerobic exercises, sports, and structured physical education programs. The authors highlight the effectiveness of moderate to vigorous physical activity, particularly when integrated into the school day, in promoting both physical health and academic benefits. 

Implications 

First, the evidence that physical activity positively influences cognitive function and classroom behavior suggests that schools should view exercise as an essential component of the academic day, rather than an optional or secondary activity. Cognitive benefits such as improved attention, memory, and executive functioning—skills crucial for learning—highlight the importance of incorporating regular physical activity into students' daily schedules. This implies that school administrators should resist the common practice of reducing physical education (PE) time to prioritize academic subjects, as doing so may negatively affect students' ability to concentrate and perform academically. 

Second, the review highlights the importance of structured physical activity programs, particularly those involving moderate to vigorous exercise. Schools should consider enhancing or expanding PE classes, recess, and extracurricular sports programs to provide opportunities for students to engage in activities that promote both physical health and academic success. Moreover, physical activity can be integrated into classroom settings through short, movementbased breaks or active learning strategies, allowing students to reap the cognitive benefits without losing instructional time. The findings also imply that policymakers should prioritize physical activity in educational reforms and school health policies. Instead of treating physical education as a secondary component, policy frameworks should recognize the strong connection between physical health and academic achievement. This could lead to the development of standards that require schools to allocate adequate time and resources to PE, ensuring that all students—especially those in underfunded or underserved communities—have access to quality physical activity programs. 

Additionally, the review suggests that physical activity is a tool for enhancing classroom behavior and student engagement. Schools struggling with behavioral issues might benefit from increasing opportunities for students to engage in physical exercise, which has been shown to improve focus, reduce disruptive behavior, and increase participation. This insight has practical implications for classroom management strategies, as teachers can use physical activity as a means to create a more conducive learning environment. Finally, parents and communities play a vital role in supporting this shift. Awareness campaigns and partnerships between schools and local health organizations could educate parents on the importance of encouraging physical activity at home. This could lead to a more comprehensive approach to student health and academic achievement, reinforcing the idea that academic success is not limited to time spent studying but is also influenced by physical well-being. In conclusion, the findings of James and colleagues suggest that schools and policymakers should prioritize physical activity as a crucial component of educational success, understanding that physical health, cognitive function, and academic achievement are deeply interconnected. 

Reference

Article Title: Title: The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review

Authors: Joseph James, Andy Pringle, Stuart Mourton and Clare M. P. Roscoe

Journal: Children Publication                                               Publication Year: 2023