La Actividad Física y el Rendimiento Académico en estudiantes de Primaria

Jorge Luis Torres Calva

doi:10.56200/mentor.v5i15.13298

Authors

Jorge Luis Torres Calva Universidad Central del Ecuador. Quito-Ecuador https://orcid.org/0009-0000-9898-7517

DOI:

https://doi.org/10.56200/mentor.v5i15.13298

Keywords:

, physical activity, academic perfomance, Academic Achievement, Primary Education

Abstract

Physical activity during childhood is a key factor in overall health, psychosocial well-being, and the cognitive processes associated with learning. The objective of this systematic review was to analyze the available scientific evidence on physical activity and academic performance among primary school students. A literature search was conducted in Scopus, ERIC, SciELO, and Dialnet for the period 2021–2025, identifying 2,751 records. Following the selection process based on the PRISMA 2020 statement and the application of eligibility criteria, 18 cross-sectional, longitudinal, and experimental studies were included. The findings revealed that 77.8% of the studies reported positive associations between regular physical activity and improved academic indicators, particularly in overall performance, mathematics, reading, and language. The most consistent effects were observed in structured programs of moderate to vigorous intensity, while brief or low-intensity interventions yielded limited results. In addition, executive functions, attention, working memory, motor coordination, and psychosocial factors emerged as possible mediating mechanisms. It is concluded that the evidence shows a predominantly positive association between physical activity and academic performance, particularly in structured and sustained interventions.

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Author Biography

Jorge Luis Torres Calva, Universidad Central del Ecuador. Quito-Ecuador

Universidad Central del Ecuador. Quito-Ecuador

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