Welcome to the Research of 2025! Given the breadth of the research over the years, research articles have been categorized by year of publication, separated in two sections: (1) Classroom-specific Research and (2) Other Relevant Research, and then organized alphabetically by author’s last name. Page continually updated…
SECTION 1: Classroom-specific Research
Effects of short physical activity sessions on physical fitness and cognitive control in Norwegian upper secondary school students: the MOVE12 pilot study
BACKGROUND: The MOVE12 pilot study investigated the effects of integrating brief, student-led physical activity sessions on fitness and cognitive control in Norwegian upper secondary school students. The MOVE-break concept integrates strength, endurance, and playful activities into classroom settings to counteract sedentary behavior.
METHODS: This 12-week cluster-randomized controlled trial enrolled 517 first-year students from academic and vocational programs. Classes were randomly assigned to either an intervention or control group. The intervention group was encouraged to conduct two daily Move-breaks sessions, each lasting 6–7 min, during classroom instruction. Physical fitness was assessed through aerobic fitness, muscular strength, flexibility, and postural control tests. Cognitive control was evaluated using the Eriksen Flanker and Stroop tasks.
RESULTS: No significant between-group differences were observed in aerobic fitness, muscular strength, flexibility, or postural control over the intervention period. However, within-group improvements were detected in the intervention group for handgrip strength and standing long jump performance. Notably, despite differences in exercise intensity between students in academic and vocational programs, both groups showed significant improvements in cognitive control.
CONCLUSIONS: These findings highlight the potential of brief, student-led physical activity sessions to enhance cognitive control in adolescents, irrespective of educational program or intensity levels. While no substantial improvements in physical fitness were observed, the cognitive benefits highlight the potential of integrating structured movement sessions into the school day. Further research should explore optimized intervention strategies and long-term effects on both cognitive and physical health outcomes.
CITATION: Barene, S., Oseland, H., Ølberg, R. I., & Litleskare, S. (2025). Effects of short physical activity sessions on physical fitness and cognitive control in Norwegian upper secondary school students: The MOVE12 pilot study. BMC Sports Science, Medicine and Rehabilitation, 17(1), 222. https://doi.org/10.1186/s13102-025-01120-7
The impact of active breaks and active learning intervention on children’s physical activity, motor competence, and physical literacy: The BALA study
ABSTRACT: Due to the number of children that do not meet the recommendations of physical activity (PA) practice, classroom-based PA, based on active breaks, and active learning can be an opportunity to increase student’s levels of PA within the school context. The aim of this study was to analyze the influence of a multicomponent classroom-based PA intervention on the association between actual motor competence (AMC), PA, and perceived physical literacy (PPL) through multivariate techniques and structural equation modeling. A total of 194 primary school children participated in a 10-month quasi-experimental study. After the intervention, there was an increase in PA and maintenance of PPL levels of the participants’ experimental group, while the levels of PA and PPL of the participants’ control group decreased. Additionally, participants of both groups increased their AMC over time. There were relationships between study variables in T1, while the intervention strengthens the relationships between AMC-PA and AMC-PPL. The results support the benefits of classroom-based PA intervention to promote more active and healthier lifestyle from primary school.
CITATION: Belenguer-Troya, A., Estevan, I., Romero-Martínez, J., Ortega-Benavent, N., Montalt-García, S., & Menescardi, C. (2025). The impact of active breaks and active learning intervention on children’s physical activity, motor competence, and physical literacy: The BALA study. Journal of Motor Learning and Development. https://doi.org/10.1123/jmld.2025-0025
Teachers’ perceived effects of classroom physical activity breaks on students’ self-regulation: A mixed-methods study
ABSTRACT: This mixed-methods study focused on teachers’ perceptions about the effects of a classroom physical activity breaks (CPAB) program on students’ self-regulation. Participants were six teachers and 47 elementary students (6 to 10 years old). Teachers identified two groups: 23 students with behavioral difficulties and 22 students in the control group. A simultaneous mixed design was used to measure teachers’ perceptions of students’ self-regulation with the Self-Regulation Questionnaire teacher version and interviews. According to teachers, a CPAB program seems interesting to support students’ cognitive, behavioral, and emotional self-regulation through different processes, such as task involvement, energy modulation, emotional expressivity, emotional modulation, and self-consciousness. Quantitative and qualitative results converged, suggesting that [classroom physical activity] could be helpful for students with behavioral difficulties considering the positive effects identified on different dimensions of their self-regulation. Divergences also emerged regarding the implied dimensions and processes of self-regulation, underscoring the importance of using a mixed-methods design to measure self-regulation.
CITATION: Chesnais, N., Verret, C., & Cabagno, G. (2025). Teachers’ perceived effects of classroom physical activity breaks on students’ self-regulation: A mixed-methods study. Journal of Research in Childhood Education, 1–13. https://doi.org/10.1080/02568543.2025.2472863
Empowering students to practice leadership skills through physical activity breaks in the classroom
ABSTRACT: The school day holds promise in creating additional opportunities for students to engage in physical activity (PA). Integrating movement into academic lessons is expected of classroom teachers, who already juggle numerous responsibilities, in whole-school PA models. Grounded in social theories of healthy behaviour change and knowledge acquisition, this mixed-methods study aimed to equip 31 elementary students with the skills to lead physical activity breaks in their classroom. Data included weekly student leaders’ surveys to record the types and frequency of PA breaks, small-group interviews with student leaders, and interviews with coordinators at each school. Of the students’ weekly logs, 71% indicated that they led physical activity breaks for 4–5 days per week. Interview data indicated that the student leaders were highly regarded by their peers and found the opportunity to lead enjoyable. These findings demonstrate that training students to lead their peers can effectively incorporate additional PA into the academic classroom, without placing sole responsibility on teachers.
CITATION: Mulhearn, S. C., Yu, H, & Kulinna, P. H. (2025). Empowering students to practice leadership skills through physical activity breaks in the classroom. Curriculum Studies in Health and Physical Education, 1–18. https://doi.org/10.1080/25742981.2025.2473372
Physical activity level of Chilean preschool children during each segment of the school day: comparison by the presence of physical education class and school schedule
ABSTRACT: This study aimed to evaluate Chilean preschoolers’ PAL during each segment and the whole school day, according to sex, presence of PE, and duration of school schedule. This is an observational, cross-sectional study including 630 preschoolers, 50% girls (5.2 years ± 0.3), who wore accelerometers during the school day. We compared days with and without PE, the time in sedentary behavior (SB), moderate-vigorous physical activity (MVPA), and PAL during each segment and whole school day, according to sex and school schedule (half or full day) as well as MVPA between more and less active children. Mann-Whitney and Wilcoxon tests for dependent samples were used. On days with no PE, 60% of the time, preschoolers engaged in SB, mainly during curricular classes (60.8% and 53.8% in half and full days, respectively), and 8% in MVPA, mainly during recess (56.9% and 49.5% during half and full days, respectively). On days with PE, boys and girls engaged in significantly higher MVPA (9.3% no PE and 13.4% with PE; girls: 7.4% no PE and 10.2% with PE). Boys spent significantly more time in MVPA than girls (9.4% boys and 7.3% girls). Active preschoolers engaged in more MVPA not only during the whole school day but also during each segment. To increase [physical activity level] in preschoolers, especially girls, at least two aspects should be considered: providing more active curricular classes and increasing activity on days without PE.
CITATION: Rivera, N. L., Berkovic, J. K., Dinamarca, B. L., & Soto-Sánchez, J. (2025). Physical activity level of Chilean preschool children during each segment of the school day: Comparison by the presence of physical education class and school schedule. Revista Brasileira de Cineantropometria & Desempenho Humano, 27, e96864. https://doi.org/10.1590/1980-0037.2025v27e96864
Integrating physical activity in language learning: An exploration of motion-based learning models to increase student participation
ABSTRACT: This study explores the integration of motion-based learning models in language education to enhance student engagement and participation. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, Focus Group Discussions (FGDs), and document analysis involving English language learners at Universitas PGRI Palembang. The findings reveal that motion-based learning, including Total Physical Response (TPR), role-playing, and interactive digital applications, significantly increases student involvement, motivation, and speaking skills. Students reported improved language retention and reduced speaking anxiety, while teachers noted the challenge of maintaining focus during active sessions. Despite these challenges, motion-based learning was found to create a more dynamic and enjoyable learning environment. The study concludes that incorporating physical activity in language learning fosters greater student confidence and engagement. Recommendations include enhancing classroom management strategies, providing teacher training on motion-based methods, and encouraging greater involvement of parents and the community. Future research should explore diverse motion-based activities, compare the effectiveness of motion-based learning with traditional methods, and assess its impact on other language skills such as listening and writing.
CITATION: Saputri, K., Munir, S., & Noor, R. (2025). Integrating physical activity in language learning: An exploration of motion-based learning models to increase student participation. Journal of Education and Applied Teaching (JEAT), 1(1), 33–40. https://journal.horizonedukasipublisher.com/jeat/article/view/4/4
SECTION 2: Other Relevant Research
A cross-sectional study of 2nd-12th grade students’ physical activity related to academic achievement
BACKGROUND: Decreased physical activity (PA) influences childhood obesity and student learning. Sixty minutes (min) of daily moderate-to-vigorous physical activity (MVPA) are recommended for good health and optimized academic achievement.
METHODS: We quantified all-day and in-school PA in association with academic success. Cross-sectional accelerometer data from 1115 s-twelfth graders were evaluated for daily and in-school MVPA and vigorous physical activity (VPA). Associations between PA values and year-end grade point average (GPA) in grades 6–12 and criterion referenced standardized tests in reading (CRT-R) and math (CRT-M) were examined for grades 3–8 and 11 by multivariable regression.
RESULTS: MVPA and VPA declined as student grade level increased. Higher in-school and full-day PA was associated with increased academic success (e.g., GPA and standardized testing), with the effect size increasing with advancing grade level. Accumulating 30 min more of in-school MVPA was associated with 0.63 higher GPA. Accumulating 10 min more of in-school VPA was associated with higher standardized test scores: +11.9% and +12.0% for CRT-M and CRT-R, respectively.
CONCLUSIONS: Across advancing grade levels, students were on average less physically active. Habitual physical activity at every grade level was associated with higher levels of academic success based on GPA and standardized test scores in both math and reading.
CITATION: Alfaro-Chaverri, A., Miller, A., Noonan, C., Quindry, J., & Gaskill, S. E. (2025). A cross-sectional study of 2nd-12th grade students’ physical activity related to academic achievement. Sports Medicine and Health Science. https://doi.org/10.1016/j.smhs.2025.03.011
A meta-analysis of physical activity interventions targeting executive functions in children: focus on cognitive and/or metabolic demands?
ABSTRACT: This meta-analysis of evidence from acute and chronic research aims to evaluate the extent to which differences in the cognitive demands of physical activity interventions, per se or jointly with their metabolic demands, may explain differences in the observed effects on children’s core executive functions. In total, 41 studies involving 7316 participants were meta-analysed to evaluate the effects of cognitively engaging physical activity with respect to different comparator types (non-physically active control, aerobic exercise, or physical education), also considering differences in effect size computation (i.e., pre-post and post-test only). Larger effects, though within the small-size range, emerged in favour of cognitively challenging physical activity from the analysis of pre-post change scores. This favourable effect emerged for acute physical activity, compared to resting, on working memory accuracy only; instead for chronic physical activity, it emerged across core executive function outcomes. Thus, there are small effects that have a different level of domain generality/specificity in chronic and acute physical activity studies. These results call for more research that uses appropriate comparator groups and analyses pre-post change scores along with group differences at post-test to unequivocally state the causal role of cognitive challenge in physical activity to affect children’s executive functions. The results also allow to advocate, even though cautiously because of the small effect sizes, implementing aerobic activities with high levels of cognitive engagement in physical education classes for their chronic effects and cognitively challenging active breaks along the school day for their acute effects.
CITATION: Cabral, M., Pournara, I., Pontifex, M. B., Venetsanou, F., Pesce, C., & Vazou, S. (2025). A meta-analysis of physical activity interventions targeting executive functions in children: Focus on cognitive and/or metabolic demands? International Journal of Sport and Exercise Psychology, 0(0), 1–23. https://doi.org/10.1080/1612197X.2025.2510251
International parent perceptions of the relationship between physical activity and academic achievement for their children: An exploratory Study
ABSTRACT: This exploratory study examined international school parental perceptions regarding the relationship between physical activity and academic performance. This descriptive research was carried out at an international school in South Korea and included 69 parents of adolescent children at the school. Statistical analyses examined if there were differences between the two largest ethnic groups (Koreans, Americans) using independent samples t-tests. Parents of students who were reported as more and less active were also analyzed using two samples t- tests. The importance of physical activity in comparison with other factors was evaluated using a paired t-test to determine if there was a difference between means of the pairs. Results demonstrated that parents of more active children indicated a stronger link between physical activity and healthy development and academic success, as opposed to the parents of less active children. Parents rated physical activity as more important than extra academic support but not as important as other factors such as independent studying, and adequate sleep and nutrition. This study found more agreement regarding parental perceptions of the importance of physical activity than expected. These findings imply that small differences in physical activity values among nationalities may exist even in an international context. Parents’ implementation of physical activity in their child’s life may be partially a result of their knowledge regarding the benefits related to physical activity. Future research examining the outcomes to help shape parent education surrounding the benefits of physical activity and academic performance is warranted.
CITATION: Hansen, K., Erwin, H. E., & Beighle, A. (2025). International Parent Perceptions of the Relationship Between Physical Activity and Academic Achievement for Their Children: An Exploratory Study. International Journal of Kinesiology in Higher Education, 1–11. https://doi.org/10.1080/24711616.2025.2501528
Physical activity and development of executive functions in developmental age: A systematic review
ABSTRACT: Physical activity (PA) has a positive role in the development of executive functions (EF) in children, improving mental and physical well-being. This systematic review aims to investigate the impact of PA on EF, in developmental age, within different educational environments. This review analysed studies from 2000 to 2025 on children 5-14 years old, following the PRISMA guidelines. The results confirm the fundamental role of PA in promoting the development of both cognitive and motor skills in children.
CITATION: Matrisciano, C., Pugliese, E., Forte, P., & D’Anna, C. (2025). Physical activity and development of executive functions in developmental age: A systematic review. Italian Journal of Health Education, Sport and Inclusive Didactics, 9(2_Sup). https://doi.org/10.32043/gsd.v9i2_Sup.1536
Step to it: Exploring longitudinal associations between physical activity and cognition in children
BACKGROUND: Identifying the relationships among physical activity (PA), cognition, and academic performance in children is important for targeted public health and education initiatives. However, most of the research has been cross-sectional in nature, and we have a limited understanding of how these associations change over time. Therefore, the aim of this study was to utilize longitudinal data to explore relationships among PA, cognition, and academic performance in elementary school children.
METHODS: Data were sourced from 675 New Zealand children aged 5–11 years. Weekday home, weekday school, and weekend PA was measured by pedometer step readings, cognition by 4 measures from the Central Nervous System Vital Signs assessment, and academic performance from the New Zealand Ministry of Education Assessment Tools for Teaching and Learning reading and math scores. Measures were taken at baseline and 2- and 6-month intervals. Data were analyzed for 632 students identified with data for at least half of the 27 variables. A generalized linear mixed model was used to investigate changes in PA, cognition, and academic performance over those 3 time periods while adjusting for gender, school, age, and socioeconomic status.
RESULTS: No significant relationships were identified between PA and 3 of the cognitive domains. However, significant, positive relationships were observed between PA change at 2 months and (1) composite memory change at 6 months, (2) math proficiency change at 2 months, and (3) math proficiency change at 6 months. Regression coefficients suggest that a child who doubles step count—a 100% increase in PA—is associated with a 3.7% improvement in math proficiency after 2 months and 2.6% and 4.7% in math proficiency and composite memory (respectively) after 6 months.
CONCLUSIONS: This 6-month longitudinal analysis identified that an increase in PA led to small but significant improvements in composite memory and math proficiency. This supports the theory that increase in PA leads to cognitive benefits. The small associations suggest that substantial improvements in PA would be required to generate meaningful improvements in cognition and academic achievement. However, timeframes longer than 6 months are recommended to identify long-term changes.
CITATION: McPherson, A., Kunkel, J., Mackay, L., Garrett, N., Duncan, S. & McPherson, C. (2025). Step to it: Exploring longitudinal associations between physical activity and cognition in children. Journal of Physical Activity and Health. https://doi.org/10.1123/jpah.2025-0103
Enhancing attention and executive functions through physical activity breaks in university teaching
ABSTRACT: Physical activity breaks (PABs) are short movement periods integrated into pedagogical strategies to promote learning and cognitive engagement in educational settings. This study explored the impact of PABs, as teaching strategies, on attention and executive functions in university students. A total of 17 university students completed three 10-minute interventions after 2-hour lessons: No Physical Activity (NPAB), Outdoor PAB (OPAB), and Exergame PAB (PABEx). Attention and executive functions were assessed using the Stroop and Trail Making tests. OPAB and PABEx significantly improved cognitive performance compared to NPAB. These findings highlight the pedagogical value of PABs, suggesting that incorporating movement into lessons can enhance attention and executive functions, essential for academic performance. Implementing active teaching strategies such as PABs fosters a more engaging, dynamic, and cognitively stimulating learning environment.
CITATION: Petrelli, A., Pepe, I., & Greco, G. (2025). Enhancing attention and executive functions through physical activity breaks in university teaching. Italian Journal of Health Education, Sport and Inclusive Didactics, 9(2), Article 2. https://doi.org/10.32043/gsd.v9i2.1361
Outdoor physical activity is more beneficial than indoor physical activity for cognition in young people
BACKGROUND: Substantial evidence demonstrates the beneficial acute effect of physical activity and the outdoor environment independently on cognitive function. However, evidence for their potential synergistic effects remain unknown.
METHODS: Following familiarisation, forty-five children (aged 11–13 years) took part in an identical physical activity session outdoors and indoors; and completed a battery of cognitive tests (Stroop test, Sternberg paradigm, and Flanker task) before, immediately post-, and 45 min post-physical activity.
RESULTS: Following outdoor, compared to indoor, physical activity response time was improved more immediately post-physical activity on the 3-item level of the Sternberg Paradigm (-34 ms vs +14 ms; P = 0.001), at 45 min post-physical activity on the complex level of the Stroop test (-94 ms vs -20 ms; P = 0.002), the 1-item (-9 ms vs +71 ms; P = 0.026) and 3-item level of the Sternberg paradigm (-37 ms vs +69 ms; P < 0.001), and the congruent level of the Flanker test (-44 ms vs -14 ms; P = 0.001). Accuracy was also improved more outdoors (compared to indoors) immediately post-physical activity (+2.0 % vs +0.4 %; P = 0.036) and 45 min post-physical activity (+2.0 % vs +0.1 %; P = 0.043) on the complex level of the Stroop test and on the incongruent level of the Flanker test (no change vs -3 %; P = 0.008).
DISCUSSION: This is the first study to demonstrate superior cognitive benefits of outdoor, compared to indoor, physical activity. The overarching finding of this investigation is that physical activity performed outdoors significantly improves cognitive function more than when performed indoors, suggesting a synergistic effect between physical activity and the outdoor environment.
CITATION: Walters, G., Dring, K. J., Williams, R. A., Needham, R., & Cooper, S. B. (2025). Outdoor physical activity is more beneficial than indoor physical activity for cognition in young people. Physiology & Behavior, 295, 114888. https://doi.org/10.1016/j.physbeh.2025.114888
A dual-process framework for understanding how physical activity enhances academic performance through domain-general and domain-specific executive functions
ABSTRACT: Physical activity (PA) is well-documented to benefit students’ executive function (EF) and academic performance. However, prevailing research has predominantly focused on domain-general EF (across academic domains) while overlooking domain-specific EF (within specific subjects). To address this gap, this opinion article proposes an integrative framework uniting domain-general and domain-specific EF to illuminate the cognitive mechanisms linking PA with academic achievement. Drawing on hierarchical and parallel models of EF interaction, this synthesis highlights how PA interventions can simultaneously strengthen broad self-regulatory skills and specialized cognitive processes to offer a complementary pathway to academic success. The opinion article also synthesizes emerging evidence that PA interventions enhance both broad EF capacities and targeted domain-specific skills (e.g., math-related working memory), offering dual pathways to improved academic outcomes. Accordingly, we propose a research agenda integrating psychometrically validated behavioral and neuroimaging assessments to capture domain-general and domain-specific EF, alongside multidimensional mediation and moderation models to clarify contextual influences (e.g., age, and socioeconomic status). Longitudinal PA interventions targeting both EF types are recommended to optimize cognitive and academic outcomes to inform evidence-based educational strategies.
CITATION: Zhang, Z., Yu, Q., Chen, Y., Zou, L., Ludyga, S., Mavilidi, M., Lubans, D., Li, J., Hillman, C. H., Wang, J., Zhou, L., Cai, Z., Heath, M., Jiang, R.-H., Herold, F., & Paas, F. (2025). A dual-process framework for understanding how physical activity enhances academic performance through domain-general and domain-specific executive functions. Educational Psychology Review, 37(3), 68. https://doi.org/10.1007/s10648-025-10049-9
Promoting resilience in adolescents: the role of school physical activity
ABSTRACT: Resilience is a key factor that enables adolescents to cope with stress and adapt to life’s challenges, and physical activity within the school environment is regarded as a means of fostering its development. The aim of this study is to examine the impact of a physical activity program on the development of resilience in adolescents within a school setting. The study involved 200 adolescents from Chengdu, aged 12 to 17, who were randomly divided into two groups: an experimental group and a control group. The experimental group participated in a specially designed 12-week physical activity program, while the control group engaged in games unrelated to physical activity. To measure the level of resilience, the Chinese version of the Connor-Davidson Resilience Scale (CD-RISC-25) was used and administered to participants at the pre-test and post-test stages. The results of the analysis indicated that the resilience level in the experimental group significantly increased after completing the program (p < 0.001, d = 2.17), while no changes were observed in the control group (p = 0.533, d = 0.09). These findings confirm that the physical activity program has a statistically significant positive impact on the development of resilience in adolescents. The study highlights the importance of using structured physical activity programs to enhance the psychological resilience of adolescents. It is expected that implementing such programs in school physical education can contribute to improving adolescents’ physical well-being and their ability to cope with life’s challenges.
CITATION: Zou, W., & Liu, W. (2025). Promoting resilience in adolescents: The role of school physical activity. Current Psychology. https://doi.org/10.1007/s12144-025-07895-9
