Physical activity and academic performance in adolescents: a systematic review of intensity, frequency, and mediating factors.

Abstract

Adolescence is a critical period during which physical activity (PA) may influence cognitive processes and academic performance (AP). Although PA has been linked to favorable academic outcomes, evidence remains mixed with respect to activity intensity, frequency, and developmental stage. This systematic review narratively synthesized recent empirical studies (2024-2025) examining the relationship between PA and AP in healthy adolescents, with attention to activity characteristics, developmental moderators, and cognitive and psychosocial mediators. Searches in PubMed, ScienceDirect, and Google Scholar identified 9 original research from 825 articles. Overall, moderate-to-vigorous PA and vigorous PA were generally associated with better AP, however, effect sizes were modest and associations were not uniform. Several studies indicated curvilinear relationships, whereby moderate PA was associated with optimal AP, while higher frequency or intensity was linked to weaker outcomes or inconsistent associations. Positive relationships were more consistently observed in middle school than high school students. Evidence from selected studies suggested that PA may influence AP indirectly through attention, inhibitory control, self-concept, and physical and mental health. These findings support promoting regular, moderate-intensity PA within adolescents' daily routines, particularly in school-based programs, while emphasizing balanced approaches that account for developmental stage and mediating mechanisms.