Abstract
Background: Physical activity has a beneficial effect on the brain’s development process and cognitive function. However, no review to date has evaluated the effects of active commuting to and from school (ACS) on cognitive performance and academic achievement. The aim of this systematic review and meta-analysis was to evaluate the link between ACS and cognitive performance and academic achievement in children and adolescents. Methods: We systematically searched MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement. Studies were classified into two groups according to their measured outcomes: cognitive performance (nonexecutive cognitive functions, core executive functions, and metacognition) and academic achievement (marks of different areas). A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement. Results: Twelve studies that evaluated the relationship between ACS and cognitive performance or academic achievement were included in the systematic review: four studies analyzed both cognitive performance and academic achievement, one study provided data regarding cognitive performance and seven provided data on academic achievement. Finally, nine of 12 studies provided enough data for inclusion in the meta-analysis. Our findings suggest that ACS was not significantly associated with cognitive performance (ES = −0.02; 95% CI: −0.06 to 0.03) or academic achievement (ES = −0.33; 95% CI: −0.83 to 0.17 for mathematics-related skills; ES = −0.37; 95% CI: −0.88 to 0.15 for language-related skills). Conclusions: There was insufficient evidence regarding the relationship between ACS and cognitive performance and academic achievement. Future studies should include potential confounders in their analyses and consider the use of standardized self-reports or objective measures of ACS.
Highlights
It is widely documented that physical activity (PA) has a positive impact on diminishing the risk of some cardiometabolic diseases such as obesity, diabetes, or coronary disease, and mortality [1,2].regular participation in PA is a lifestyle factor that can provide numerous benefits beyond physical health
The literature search was conducted by two reviewers using MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement
Our findings suggest that ACS was material not significantly cognitive performance and on academic achievement
Summary
It is widely documented that physical activity (PA) has a positive impact on diminishing the risk of some cardiometabolic diseases such as obesity, diabetes, or coronary disease, and mortality [1,2].regular participation in PA is a lifestyle factor that can provide numerous benefits beyond physical health. A growing body of literature has suggested that PA has a beneficial effect on the brain’s development processes and cognitive function in children and adolescents, leading to better learning and academic achievement [3–7]. Previous studies have suggested that PA increased certain growth factors (such as brain-derived neurotrophic factor or insulin-like growth factor-1) that improve the function and structure of the brain [11,14] Through these mechanisms, regular PA may improve the schoolchildren’s behavior in the classroom, leading to better concentration on and attention to the academic content [11]. Despite these benefits, a growing number of studies have reported that most children and adolescents do not meet current PA recommendations [15–19]. A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement
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