Physical Activity in Schoolchildren: Effect on Executive Functions, Academic Performance and Quality of Life

Abstract

Although the literature on the effect of physical activity on different areas of human development is extensive, there are still insufficiently conclusive results on some questions concerning its potential cognitive and psychological benefits. The aim of this study was to analyse whether there were differences in the executive functions, academic performance and quality of life of primary school students according to the level of physical activity performed. The sample consisted of 333 students from Year 3 to 6 of primary school at two public schools. The PAQ-C, SENA and KIDSCREEN-27 questionnaires were administered to assess, respectively, physical activity, executive functions (attention, inhibition and emotional regulation) and quality of life. Academic performance was measured according to the grades obtained by the students. The results revealed statistically significant differences according to the level of physical activity performed by students in terms of quality of life (specifically, in the five dimensions comprising it: physical well-being, psychological well-being, autonomy and relationship with parents, relationship with friends and social support, relationship and support in the school environment). No significant differences were found in any of the three executive functions studied (attention, inhibition, emotional regulation) or in academic performance. It is important to promote socio-educational policies aimed at increasing the practice of quality physical activity among schoolchildren (i.e. ones that have the quantitative and qualitative characteristics associated with a higher quality of life in the literature). Intervening at this age is of great importance since this is when habits that will last throughout life are established.