Long-term physical activity (PA) offers well-established benefits for children, but the impact of an acute bout of PA on executive function (EF) and academic achievement (AA) is not fully understood. Integrating findings in this area can inform key stakeholders on embedding PA in educational settings. This systematic review and meta-analysis examined the impact of acute PA bouts on preadolescent children's EF and AA. Following PRISMA guidelines, 15 studies were included, varying in PA type, duration, intensity, outcome measures, and often assessing multiple EF domains: inhibition (n = 13), working memory (n = 9), and cognitive flexibility (n = 7). Meta-analyses indicated no statistically significant impact of acute bouts of PA on children's EF (accuracy: Cohen's d = 0.02; CI =-0.04 to 0.07; response time: Cohen's d =-0.02; CI =-0.40 to 0.36). Only two studies included measures of AA, precluding a meta-analysis for this outcome. High heterogeneity between included studies, moderate risk of bias, and the detection of publication bias was shown. Future research should continue to investigate dose-response relationships in this area, clearly defining the type, intensity and duration of PA performed, while also considering contextual factors that may influence its effectiveness, such as the setting within which it is designed to be implemented. Additionally, more high-quality research is needed, with careful attention to methodological decisions such as EF measurement tools and assessment timepoints. Greater methodological consistency across studies will enhance the applicability of findings and aid future attempts to synthesise the literature in this field.
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