Analysis of cognitively loaded physical tasks and active breaks for the improvement of executive functions in the school context. A systematic review and meta-analysis

Abstract

In the school environment, young people show a high level of sedentary behaviour. Physical activity has been shown to be beneficial in improving students' quality of life. Moreover, physical activity with cognitive challenges and the implementation of active breaks are effective tools to work on the cognitive development of students in the school environment. The overall aim of this study was to analyse and compare the effect of interventions based on active breaks and cognitively challenging physical tasks to improve executive functions. The search for research was carried out in Web of Science, ERIC, Scopus, PsycINFO, Pubmed and Cochrane Library from May to August 2024. It has been considered studies that applied a physical activity programme with cognitive demands or application of active breaks and that used a randomised controlled trial or controlled trial design. The quantitative synthesis consisted of 22 studies. Two moderating variables were established: physical activities with cognitive demands and the use of active breaks. The application of physical activities with cognitive demands was more effective for working on cognitive flexibility (g = 1.47, CI = [0.70, 2.25]), fluency (g = 1.71, CI = [1.16, 2.27]) and updating (g = 1.05, CI = [-0.96, 3.06]). The application of active breaks was more efficient for attention work (g = 0.74, CI = [0.01, 1.47]), inhibition (g = 1.24, CI = [0.56, 1.92]) and working memory (g = 1.00, CI = [-0.54, 2.55]). It has been concluded that the presence of cognitive load in school physical activities condition the work of different executive functions.