Introduction: In the last decades, different studies have investigated the effects of exercise or physical activity (PA) on cognitive functions and academic performance in children and adolescents. But given the inconsistencies regarding methodologies and the fact that many studies do not have controlled or randomized designs, a more recent review is needed in order to summarize the different outcomes and methodologies employed and correlate them from an applied perspective. Objectives: The purpose of the present review is to systematically review and analyze the effects of acute and chronic PA interventions exclusively from randomized controlled trials (RCTs) on cognitive functions and academic performance of children and adolescents. Methods: A literature search was conducted using MEDLINE (via PubMed), EMBASE, Web of Science, and PsycINFO databases for all RCTs published between January 2014 and July 2020. Authors searched these databases using controlled vocabularies, keywords, and Boolean logic, and data were later extracted from the studies. Effect sizes were calculated based on means and SDs at posttest using Hedge’s g formula. Results: A total of 20 studies met the inclusion criteria. They were assessed for eligibility and later included in the review. Although most of the articles did not show any robust effect size and had significant methodological differences, 80% of the studies analyzed showed positive results, indicating a significant impact of exercise or PA on cognition. Discussion: Due to the heterogeneity in the design of the interventions and the variables analyzed, most of the studies showed small or medium effect sizes. Studies with big effect size in all variables had in common the fact that they involved team game variations and coordination activities. The combination of physical exertion (high intensity) and cognitive engagement with social interactions seems to have the strongest effect on executive functions. This ecological and attractive model reflects children’s typical PA and might represent an ideal model for exercise in this population. Conclusions: Although grouping different studies based on PA type, control groups, and comparison treatments is a limitation and results should be interpreted with caution, this review suggests that PA interventions, in particular, team game variations and coordination activities, have positive effects on children’s cognitive functions.
Neuropsychobiology

中文翻译：

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体育锻炼能提高儿童的认知能力和学习成绩吗？随机对照试验的系统评价

简介：在过去的几十年中，不同的研究调查了运动或体育活动 (PA) 对儿童和青少年认知功能和学业成绩的影响。但鉴于方法论的不一致以及许多研究没有对照或随机设计的事实，需要进行更近期的审查，以总结所采用的不同结果和方法，并从应用的角度将它们关联起来。目的：本综述的目的是系统评价和分析仅来自随机对照试验 (RCT) 的急性和慢性 PA 干预对儿童和青少年认知功能和学业成绩的影响。方法：使用 MEDLINE（通过 PubMed）、EMBASE、Web of Science 和 PsycINFO 数据库对 2014 年 1 月至 2020 年 7 月期间发表的所有 RCT 进行了文献搜索。作者使用受控词汇、关键字和布尔逻辑搜索了这些数据库，数据是后来的从研究中提取。使用 Hedge 的g公式根据后测的平均值和 SD 计算效果大小。结果：共有 20 项研究符合纳入标准。他们接受了资格评估，后来被纳入审查。尽管大多数文章没有显示出任何稳健的效果大小并且存在显着的方法学差异，但 80% 的分析研究显示出积极的结果，表明运动或 PA 对认知有显着影响。讨论：由于干预措施设计和分析变量的异质性，大多数研究显示出较小或中等的效应量。在所有变量中具有大效应量的研究的共同点是它们涉及团队游戏变化和协调活动。体力消耗（高强度）和认知参与与社交互动的结合似乎对执行功能的影响最强。这种生态且有吸引力的模型反映了儿童的典型 PA，可能代表了该人群运动的理想模型。结论：尽管根据 PA 类型、对照组和比较治疗对不同的研究进行分组是一种限制，并且应谨慎解释结果，但本综述表明 PA 干预措施，特别是团队游戏变化和协调活动，对儿童的认知功能有积极影响.
神经心理生物学