SynthesisFrontiers in psychology2026
The effects of physical activity on executive function in preschool children: a meta-analysis of randomized controlled trials.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
4 authors.
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Abstract
Objectives: Drawing on perspectives from embodied cognition research, this study systematically integrated high-quality randomized controlled trials to provide the first comprehensive evaluation of physical activity (PA) effects on the different dimensions of executive functions (EFs) in preschool children aged 2-6 years. Methods: Seven electronic databases were used to search for potential studies from inception until October 2025. Randomized controlled trials (RCTs) investigating the effect of PA on EFs in preschool children compared to a control condition were included. The effect sizes were synthesized using a random effects model with a 95% confidence interval. Results: We identified 31 RCTs (34 interventions; 2,330 preschoolers) through a systematic search. PA produced small-to-moderate benefits across all EFs: strongest effects on inhibitory control (IC) (SMD = 0.42, Conclusion: PA positively influences all core EFs in preschoolers, with the most substantial benefits observed for IC. To maximize cognitive outcomes, PA programs should incorporate game-based elements, include cognitive challenges-particularly for WM and CF-and ensure session durations of approximately 45 min. These evidence-based recommendations provide practical guidance for designing effective PA interventions to support cognitive development in early childhood. Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD42022351779, Identifier: CRD42022351779.
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