Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children

作者：Joseph E. Donnelly, Charles H. Hillman, Darla M. Castelli, Jennifer L. Etnier, Sarah Lee, Phillip D. Tomporowski, Kate Lambourne, Amanda N. Szabo‐Reed · 发表于：Medicine & Science in Sports & Exercise · 年份：2016 · DOI：10.1249/mss.0000000000000901 · 被引用次数：1871 · 研究领域：Children's Physical and Motor Development、Obesity, Physical Activity, Diet、Neuroscience, Education and Cognitive Function

BACKGROUND: The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. OBJECTIVE: The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? STUDY ELIGIBILITY CRITERIA: This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. DATA SOURCES: Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and...