Brioa Saez Gorka, Rico-González Markel, Monge Gómez Natalia
Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country, UPV-EHU, 48940 Leioa, Spain.
Sports (Basel). 2025 Aug 8;13(8):261. doi: 10.3390/sports13080261.
(1) Background: Aimed at improving school children's motor, social, emotional, and cognitive competence (CC), the effects of physical activity (PA) have been widely investigated. However, investigations into the effects of PA during Physical Education (PE) on children's CC have only been subject to growing interest among researchers in recent years. To bring it, the present article aims to systematically summarize the PE intervention programs whose effects on school children's CC have been evaluated through a randomized controlled trial (RCT) design. (2) Methods: This systematic review follows the PRISMA guidelines and has been registered in PROSPERO: CRD420251083924. A systematic literature search was conducted across four electronic databases: PubMed, SCOPUS, Web of Science, and ProQuest Central. The articles were included based on the following inclusion criteria: (i) primary education children, (ii) children practicing PE, (iii) outcomes related to CC, and (iv) articles providing evaluations through RCTs. The quality assessment of all included articles was performed using the PEDro scale. (3) Results: Out of 219 initially identified studies, 25 met the inclusion criteria and were synthesized qualitatively. (4) Conclusions: The main outcomes highlighted that PE has a positive effect on primary school children's cognitive ability, including attention, creativity, memory, academic performance, and inhibitory control. Thus, elementary school teachers are encouraged to implement these intervention programs to foster children's CC. However, different types of interventions should be analyzed to highlight their effects on different variables of CC.
(1) 背景：旨在提高学童的运动、社交、情感和认知能力（CC），体育活动（PA）的效果已得到广泛研究。然而，近年来体育教育（PE）期间的体育活动对儿童CC影响的研究才越来越受到研究者的关注。为此，本文旨在系统总结那些通过随机对照试验（RCT）设计评估了对学童CC影响的体育教育干预项目。(2) 方法：本系统评价遵循PRISMA指南，并已在PROSPERO注册：CRD420251083924。通过四个电子数据库进行了系统的文献检索：PubMed、SCOPUS、科学网和ProQuest Central。根据以下纳入标准纳入文章：(i) 小学儿童，(ii) 参加体育教育的儿童，(iii) 与CC相关的结果，以及(iv) 通过RCT提供评估的文章。使用PEDro量表对所有纳入文章进行质量评估。(3) 结果：在最初识别的219项研究中，25项符合纳入标准并进行了定性综合分析。(4) 结论：主要结果表明，体育教育对小学儿童的认知能力有积极影响，包括注意力、创造力、记忆力、学业成绩和抑制控制能力。因此，鼓励小学教师实施这些干预项目以促进儿童的CC。然而，应分析不同类型的干预措施，以突出它们对CC不同变量的影响。
