Previous empirical research and reviews have suggested that the level of fundamental movement skills (FMS), motor competence (MC), physical activity (PA), or physical fitness seem to directly influence the executive functions (EFs) in school aged children. However, there is no available comprehensive review of whether the exact links between motor constructs and EFs also exist in the preschool period, even though preschool age is the critical period for developing EFs. Therefore, this study aimed to systematically review the evidence on the association between FMS, MC, PA, PF, and EFs. To conduct the systematic review, we utilized searches using Web of Science, PubMed, and EBSCO (including SPORTDiscus and Academic Search Premier). We included studies that examined associations between one or all of the four motor constructs with EFs among typically developing children aged 3-6 years, published between January 2010 and October 2021. A total of 15 studies met the inclusion criteria, of which four were randomized controlled trials, three were longitudinal studies, four were cohort studies, and four were cross-sectional studies. We found weak correlations or insufficient evidence for associations between FMS, PA, PF, and EFs. However, there was strong evidence for a moderately strong association between MC and working memory, a moderately weak association between MC and inhibition, and inadequate evidence for a weak to moderate association between MC and shifting. In addition, only half of the included studies were methodologically high-quality studies. Specifically, a questionable design selection of research samples might bias the strength of evaluated associations. We also found significant diversity in the diagnostic tools used for assessing and measuring motor and EFs domains. Our findings support the assumption that motor competencies level, which contains physical capacity and cognitive components, could be significantly linked to EF development from a preschool age. Therefore, we suggest that future studies focus more on clinical trial design, combining movement interventions with different levels of cognitive components, for the purposive development of EFs in preschool-aged children.

Purpose The purpose of this study is to unveil the impact of metacognition on academic achievement in physical education and activity settings by conducting a comprehensive systematic literature review with a meta-analysis of qualitative findings. Patients and Methods Systematic searches identified English-language, peer-reviewed journal articles reporting the results of qualitative or mixed-methods studies of the emerging themes of metacognition on academic achievement in sports. PubMed, Web of Science, Scopus, ProQuest, and SPORTDiscus were searched from inception to June 2023. Results Data from 20 studies were included in the review. Thematic meta-analysis identified descriptive themes: 1) Metacognitive performance during the learning process in different sports disciplines; 2) Domains of metacognitive skills related to academic performance; 3) Self-regulation strategies related to academic performance; 4) Influencing factors of metacognition; 5) Metacognitive interventions on motor learning and academic performance. Generate an analytical theme based on five descriptive themes. Conclusion In-depth descriptions of the emerging themes related to metacognition and academic performance during motor learning were provided by different students and athletes. The conclusions reported in the study align with the theoretical models of metacognition. The research findings will provide strategies for physical education teachers, coaches, and trainers to enhance both physical and academic performance.

Purpose : We investigated the effects of classroom-based physical activity (CBPA) interventions on academic performance and assessed the impact of different CBPA elements on academic performance. Methods : Relevant experimental studies in four databases were searched from their inception to September 2022. Random effects models were used to compute standardized mean differences (SMDs) and 95% confidence intervals. Results : A total of 13 studies were included. CBPA interventions could improve academic performance in children and adolescents (SMD = 0.17, p = .02). For the CBPA elements, low frequency (no more than three times per week; SMD = 0.19, p = .01), moderate intensity (SMD = 0.19, p = .01), long time (more than 20 min in each intervention; SMD = 0.14, p = .05), integrated physical activity (SMD = 0.18, p = .04), no more than 400 metabolic equivalents of energy-min/week (SMD = 0.33, p = .001), and more than 8-week interventions (SMD = 0.19, p = .04) tended to improve academic performance. Conclusions : CBPA may improve academic performance in children and adolescents. CBPA elements also have an impact on academic performance.

Abstract With the continuous development and progress of society and the continuous improvement of educational concepts, the contradiction between physical exercise and the academic achievement of young people still always exists. In this paper, through the construction and identification of the association between smart sports and smart education in colleges and universities, we obtain the components of smart sports in colleges and universities and explore the intrinsic connection between physical exercise performance and academic achievement by analyzing the components of smart sports in colleges and universities. Literature quality was assessed by using an adapted quantitative research quality assessment tool and Meta-analysis method using Review Manager software to search six domestic and international databases to obtain a total of 3,128 documents, and 12 were finally included. The results showed that the percentage of high-quality research literature in this field was relatively low, and the 12 included high-quality literature contained a total of 3846 subjects, and the total effect size of physical activity on academic performance Z = 2.83 (SMD = 0.15, 95% CI = [0.05, 0.27]). The forest plot result shift to the right side highlights the positive impact of physical activity on academic achievement.

Abstract Background Previous studies found that gamification interventions have a positive impact on children's cognitive functioning and academic performance. However, implementation of gamification interventions in physical education has been limited over the past two decades, This research aimed to analyse the impact of game-based physical education on executive function, attention, and academic performance in children. Methods This research was conducted with six electronic databases: Web of Science, PubMed, EBSCOhost, Cochrane, Embase, and Scopus, covering the span of time from 2010 to September 2024. This meta-analysis evaluated the impact of game-based PE intervention on executive function, attention, and academic performance in children through both randomized controlled trials (RCT) and non-randomized controlled trials (nRCTs). From an initial pool of 343 studies identified, 167 were independently reviewed by two authors. 15 studies met the inclusion criteria and were included in the meta-analysis. The quality of these studies was assessed using the Effective Public Health Practice Project (EPHPP) tool. Results Meta-analysis revealed significant moderate effects across three main domains: executive function (SMD = 0.72, 95% CI: [0.33, 1.10], p = 0.0002), attention (SMD = 0.50, 95% CI: [0.22, 0.79], p = 0.0006), and academic performance (SMD = 0.59, 95% CI: [0.28, 0.91], p = 0.0002). Within executive function, cognitive flexibility (SMD = 1.10, 95% CI: [0.71, 1.30], p < 0.0006) and response inhibition (SMD = 0.77, 95% CI: [0.58, 0.97], p < 0.00001) showed significant improvements, while working memory did not (SMD = 0.25, 95% CI [-0.11, 0.62], p = 0.18). No significant effects were found in selective attention (SMD = -0.07, 95% CI [-0.59, 0.46], p = 0.80) or sustained attention (SMD = 0.03, 95% CI [-0.49, 0.55], p = 0.91). For academic performance, only mathematical ability showed significant improvement (SMD = 0.56, 95% CI [0.19, 0.94], p = 0.003). Conclusions Game-based interventions have shown effective in enhancing executive function, attention and academic achievement in children.

Studies investigating social comparison in the classroom have led to contradictory results concerning upward comparison effects. Research demonstrates that they can lead either to enhancing student's academic performance without influencing his/her selfconcept or to decreasing student's academic self-concept through Big- Fish-Little-Pond Effect (BFLPE). Our study tries to reconcile these results by further investigating social comparison effects relative to various frames of reference according to Stapel and Suls (2004) postulates. Effects of implicit or explicit social comparison on student's selfconcept and performance in Physical Education classes were thus considered simultaneously in the same study. Multilevel modelling analysis results demonstrate simultaneously positive and negative effects depending on the outcome and the explicitness or implicitness of the frame of reference considered. Counterbalancing the negative effects of the class-average level demonstrated in BFLPE studies, our results clearly provide support for assimilation effects of the small group comparison explicitly selected by the student on both selfconcept and performance.

_NEWYORK DAILY TRIBUNE SATURDAY SEPTEMBER 7 1907 Sound Bodies for Sane Minds _ Universal Recognition of the Ancient Proverb in Modern Schools and Colleges The Problem of Athletics Sound Bodies for Sane Minds 48 Universal Recognition of the Ancient Proverb in Moderr and Colleges The Problem of Athletics There has been no one thing more striking n the development of education in this country fn the last quarter of a century perhaps than the advance that has been made in both the theory und practice of physical education Al though training of the body and practice of athictic sports have come down to us from early Greek and Roman days and the proverb Mens sana in corpore sano was uttered many years ago it has not been until the last twentyfive years that the full truth of this saying has been realized and recognized Now however we find educators not only ad mitting the truth of the proposition that a sound body is necessary for a sound mind and that any adequate scheme of education should provide for the proper and progressive development of the physical powers as well as the mental fae ulties but we find educators acting on