The aim of this meta-analysis was to evaluate the effects of movement strategies during academic time, on children's and adolescents' cognitive processing, memory, behavioral control, and academic skills. We used a 2 $\times$ 2 design to categorize studies, based on their level of integration with (low vs. high) and relevance to the learning content (low vs high). Meta-analyses were conducted per overarching outcome constructs. Age was explored as a potential moderator. A total of 83 studies involving 25,641 participants were included. The high integration-high relevance movement strategy applied in longer-term (i.e., chronic) physical activity interventions had positive effects with the largest effect (ES = 0.94) on memory. The low integration-low relevance movement strategy had large effects on behavioral control measures for longer-term physical activity (ES = 1.42) and single (i.e., acute) bouts of physical activity; ES = 1.15). A nuanced pattern of results emerged in the other categories (high-low and low-high). A theory-based mapping of studies was used to disentangle the effects of different types of movement strategies during academic time on selective outcomes. Consistencies were identified and explained referring to theories grounded in educational psychology and exercise and cognition research.

这项荟萃分析的目的是评估学习期间运动策略对儿童和青少年的认知处理、记忆、行为控制和学习技能的影响。我们用了 2$\times$2 设计根据与学习内容的集成程度（低与高）和与学习内容的相关性（低与高）对研究进行分类。根据总体结果结构进行荟萃分析。年龄被探索为潜在的调节者。共纳入 83 项研究，涉及 25,641 名参与者。应用于长期（即慢性）身体活动干预的高整合-高相关性运动策略对记忆产生了最大的影响（ES = 0.94）。低整合-低相关性运动策略对长期身体活动（ES = 1.42）和单次（即急性）身体活动的行为控制措施有很大影响；ES = 1.15)。在其他类别（高-低和低-高）中出现了细微的结果模式。基于理论的研究映射被用来解开学术期间不同类型的运动策略对选择性结果的影响。一致性被识别和解释参考基于教育心理学和运动和认知研究的理论。