School activity programs show promise for children's thinking skills
A review of school trials found the most consistent improvements in inhibitory control and working memory, with less consistent results for cognitive flexibility.
Based on the published abstract. The full paper may contain additional methods, results and limitations.
The 30-second takeaway
Structured physical activity at school may support aspects of children's executive function, particularly inhibitory control and working memory. The review found more consistent benefits in programs sustained over several weeks, while cognitive flexibility improved less reliably. Because programs and tests differed, this summary does not identify a specific activity format that works best for all children.
Overall study quality was moderate, with problems involving blinding and clarity of study protocols. Different activities and outcome measures prevented a pooled quantitative analysis, and the abstract does not report the size of the benefits.
What the studies tested
The review focused on organized activity during primary school and included trials using brain measurements. Brief activities that required thinking, such as rhythm tasks or switching between tasks, were often linked to immediate improvements in inhibitory control.
Understanding the scope
The measured outcomes were cognitive skills involved in self-regulation, learning and adapting behavior. Brain-activity changes in some studies suggest a possible biological response, but the abstract does not establish improved classroom grades or other educational outcomes.
The original publication
Effects of school-based physical activity programs on executive function development in children: a systematic review.
González-Del-Castillo J, Barbero-Alcocer I
Front Psychol · 2025
- PubMed ID
- 40969463
- Record checked
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