Physical Activity, Cognitive Function, and Learning Processes: The Role of Environmental Context

Abstract

A growing body of evidence highlights the beneficial role of physical activity in supporting cognitive functions and learning outcomes. Yet, recent studies indicate that these effects may be shaped by environmental conditions, conceptualized within the framework of the urban exposome. The present study explores the interaction between physical activity, cognitive enhancement, and environmental exposures such as air pollution, noise, sensory overstimulation, and access to green spaces. A multi-method experimental design was implemented with 60 participants randomly assigned to either an experimental or a control group. The experimental group engaged in moderate-intensity physical activity across diverse urban settings, including green parks, high-traffic streets, and indoor facilities, while the control group performed the same activity in a stable indoor environment without environmental variability. Cognitive performance was assessed before and after physical activity through standardized measures of attention, memory, and executive function. Psychological and physiological stress responses were also monitored using the Perceived Stress Scale (PSS) and heart rate variability (HRV). Results suggest that the cognitive benefits of physical activity are not exclusively attributable to internal physiological mechanisms but are significantly moderated by environmental exposures. These findings underscore the relevance of considering contextual factors when examining the links between physical activity, cognition, and academic performance.