Research References
Abadie, B. R., & Brown, S. P. (2010). Physical activity promotes academic achievement and a
healthy lifestyle when incorporated into early childhood education.
Forum on Public
Policy Online, 2010(5), 1–8. Retrieved from
https://eric.ed.gov/?id=EJ912979
From the ERIC abstract: “The detrimental effects of physical inactivity within children
have enormous personal health consequences. These health conditions have the potential
to impact the economic vitality of society as a whole. Studies have indicated that inactive
children are far more likely to suffer from obesity, type II diabetes, and hypertension than
their physically active peers. Research also indicates that these health problems tend to
follow the individual into adulthood. Seventy percent of obese adolescents will become
obese adults (Reilly, 2007). In addition to the health benefits of physical activity, physical
activity has also been positively correlated to academic achievement when integrated into
early childhood educational programs. This paper will primarily review the evidence that
demonstrates the positive influence of physical activity on academic achievement in early childhood education. This paper will further provide basic guidelines for developing an
early childhood education program.”
Carlson, S. A., Fulton, J. E., Lee, S. M., Maynard, L. M., Brown, D. R., Kohl, H. W., III, et al.
(2008). Physical education and academic achievement in elementary school: Data from
the Early Childhood Longitudinal Study.
American Journal of Public Health, 98(4), 721–727. Retrieved from
https://ajph.aphapublications.org/doi/pdfplus/10.2105/AJPH.2007.117176
From the abstract: “Objectives. We examined the association between time spent in
physical education and academic achievement in a longitudinal study of students in
kindergarten through fifth grade. Methods. We used data from the Early Childhood
Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage
probability design to select a nationally representative sample of students in kindergarten
(analytic sample = 5316). Time spent in physical education (minutes per week) was
collected from classroom teachers, and academic achievement (mathematics and reading)
was scored on an item response theory scale. Results. A small but significant benefit for
academic achievement in mathematics and reading was observed for girls enrolled in
higher amounts (70–300 minutes per week) of physical education (referent: 0–35 minutes
per week). Higher amounts of physical education were not positively or negatively
associated with academic achievement among boys. Conclusions. Among girls, higher
amounts of physical education may be associated with an academic benefit. Physical
education did not appear to negatively affect academic achievement in elementary school
students. Concerns about adverse effects on achievement may not be legitimate reasons
to limit physical education programs.”
Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., et al. (2016).
Systematic review of physical activity and cognitive development in early childhood.
Journal of Science and Medicine in Sport, 19(7), 573–578. Retrieved from
https://www.researchgate.net/publication/280329085
From the abstract: “Objectives: To comprehensively review all observational and
experimental studies examining the relationship between physical activity and cognitive
development during early childhood (birth to 5 years). Design: Systematic review.
Methods: Electronic databases were searched in July, 2014. No study design, date, or
language limits were imposed on the search. Included studies had to be published, peer
reviewed articles that satisfied the a priori determined population (apparently healthy
children aged birth to 5 years), intervention (duration, intensity, frequency, or patterns of
physical activity), comparator (various durations, intensity, or patterns of physical
activity), and outcome (cognitive development) study criteria. Study quality and risk of
bias were assessed in December 2014. Results: A total of seven studies, representing 414
participants from five different countries met the inclusion criteria, including two
observational and five experimental studies. Six studies found increased or higher
duration/frequency of physical activity had statistically significant (p < 0.05) beneficial effects on at least one cognitive development outcome, including 67% of the outcomes assessed in the executive function domain and 60% in
the language domain. No study found that increased or higher duration/frequency
of physical activity had statistically significant detrimental effects on cognitive development. Six of the seven
studies were rated weak quality with a high risk of bias. Conclusions: This review provides some preliminary
evidence that physical activity may have beneficial effects on cognitive development during early childhood. Given
the shortage of the information and the weak quality of available evidence, future research is needed to strengthen
the evidence base in this area.”
Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E.,
et al. (2011). Exercise improves executive function and achievement and alters brain
activation in overweight children: A randomized, controlled trial.
Health Psychology, 30(1), 91–98. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3057917/
From the abstract: “Objectives: This experiment tested the hypothesis that exercise would
improve executive function. Design: Sedentary, overweight 7- to 11-year-old children
(N = 171, 56% female, 61% Black, M ± SD age 9.3 ± 1.0 yrs, body mass index (BMI) 26
± 4.6 kg/m2
, BMI z-score 2.1 ± 0.4) were randomized to 13 ± 1.6 weeks of an exercise
program (20 or 40 minutes/day), or a control condition. Main outcome measures:
Blinded, standardized psychological evaluations (Cognitive Assessment System and
Woodcock-Johnson Tests of Achievement III) assessed cognition and academic
achievement. Functional magnetic resonance imaging measured brain activity during
executive function tasks. Results: Intent to treat analysis revealed dose response benefits
of exercise on executive function and mathematics achievement. Preliminary evidence of
increased bilateral prefrontal cortex activity and reduced bilateral posterior parietal cortex
activity due to exercise was also observed. Conclusion: Consistent with results obtained
in older adults, a specific improvement on executive function and brain activation
changes due to exercise were observed. The cognitive and achievement results add
evidence of dose response, and extend experimental evidence into childhood. This study
provides information on an educational outcome. Besides its importance for maintaining
weight and reducing health risks during a childhood obesity epidemic, physical activity
may prove to be a simple, important method of enhancing aspects of children’s mental
functioning that are central to cognitive development. This information may persuade
educators to implement vigorous physical activity.”
REL Southwest Note: This report meets What Works Clearinghouse (WWC) standards
without reservations.
Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis.
Research Quarterly for Exercise and Sport, 82(3), 521–535. https://eric.ed.gov/?id=EJ967153. Retrieved from
www.researchgate.net/publication/51680069
From the ERIC abstract: “It is common knowledge that physical activity leads to
numerous health and psychological benefits. However, the relationship between
children's physical activity and academic achievement has been debated in the literature.
Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This
study was a comprehensive, quantitative synthesis of the literature, using a total of 59
studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect
of physical activity on children's achievement and cognitive outcomes, with aerobic
exercise having the greatest effect. A number of moderator variables were also found to
play a significant role in this relationship. Findings are discussed in light of improving
children’s academic performance and changing school-based policy.”
Sibley, B. A., & Etnier, J. L. (2003). The relationship between physical activity and cognition in
children: A meta-analysis.
Pediatric Exercise Science. 15(3), 243–256. Retrieved from
https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2178&context=ijes
From the abstract: “The aims of this study were to determine if physical activity (PA)
and sedentary behaviors were correlated to components of school readiness skills (i.e.,
symbol recognition – numbers and letters) in preschoolers and to evaluate the efficacy of
a 12-week, academically connected PA intervention on letter and number recognition in
preschoolers. Two preschool centers were randomized to a 12-week preschool-based PA
intervention (INT) that incorporated short-bout PA lessons embedded into the
Massachusetts Early Learning Standards or a health-tracking control group (CON). INT
preschoolers completed two 10-minute (as part of morning circle time) and three 5-
minute bouts (afternoon after naptime) of PA each week. One hundred fourteen students
(INT, n = 60; CON, n = 54) participated in the study, but assessment was completed in 52
children INT, n = 26; CON, n = 26). Whole day PA was measured over one week
(including one weekend day) by accelerometry at baseline. School readiness skills were
assessed by recognition of symbols (i.e. letters and numbers) at baseline and at 12-weeks.
Spearman rank correlations were used to assess a relationship between PA and symbol
recognition. Multiple linear regression models were used to assess the effect of the
intervention on symbol recognition. There were no significant correlations between PA
and symbol recognition and no significant effect of the intervention on pre- to post- scores. Further research may be valuable to examine the benefits of a preschool PA
intervention by utilizing longer intervention periods, additional bouts of academicallytailored PA, and more
comprehensive measures of school readiness skills.”
Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s
intelligence, cognition, and academic achievement.
Educational Psychology Review, 20(2), 111–131. https://eric.ed.gov/?id=EJ791097. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/pmc2748863/
From the ERIC abstract: “Studies that examine the effects of exercise on children’s
intelligence, cognition, or academic achievement were reviewed and results were
discussed in light of (a) contemporary cognitive theory development directed toward
exercise, (b) recent research demonstrating the salutary effects of exercise on adults’
cognitive functioning, and (c) studies conducted with animals that have linked physical
activity to changes in neurological development and behavior. Similar to adults, exercise
facilitates children’s executive function (i.e., processes required to select, organize, and
properly initiate goal-directed actions). Exercise may prove to be a simple, yet important,
method of enhancing those aspects of children’s mental functioning central to cognitive
development.”
