ReviewBehavioral sciences (Basel, Switzerland)2026
Physical Education as a Lifestyle Learning Environment for Neurobehavioral Well-Being: A Narrative Review.
Review in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
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Abstract
Physical education (PE) is commonly justified through its contributions to physical fitness, motor skill development, sport participation, and health-enhancing physical activity. These aims remain important, but they do not fully capture PE's potential as a curriculum context for lifestyle learning and neurobehavioral well-being. This narrative review used structured literature mapping and conceptual framework development to examine how PE may connect embodied movement experiences with motivation, stress and emotion regulation, self-efficacy, resilience, recovery-related awareness, and lifestyle self-regulation in adolescents and young adults. Literature searches were conducted iteratively in PubMed, Scopus, Web of Science Core Collection, SPORTDiscus, and ERIC, with the final search update completed on 20 June 2026. The synthesis identified a curriculum-to-lifestyle gap: existing evidence more often examines whether PE, physical activity, sport, or physical literacy is associated with health or psychological outcomes than how curriculum, teaching climate, reflection, assessment, and peer interaction may support transferable self-regulatory learning. The review therefore proposes an evidence-informed, curriculum-oriented conceptual framework linking PE design and pedagogy with proximal motivational, emotional, cognitive-regulatory, behavioral, and embodied processes. The framework does not imply that PE automatically improves mental health, directly produces neurobiological change, or replaces specialist care. Evidence is stronger for proximal educational processes than for sustained transfer beyond PE. Future research should test clearly specified curriculum mechanisms, implementation conditions, assessment approaches, and longitudinal transfer.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.