Abstract
Abstract
Background
The primary aim of our systematic review and meta-analysis was to investigate the effect of resistance training on academic outcomes in school-aged youth.
Methods
We conducted a systematic search of six electronic databases (CINAHL Complete, PsycINFO, SCOPUS, Ovid MEDLINE, SPORTDiscus and EMBASE) with no date restrictions. Studies were eligible if they: (a) included school-aged youth (5–18 years), and (b) examined the effect of resistance training on academic outcomes (i.e., cognitive function, academic achievement, and/or on-task behaviour in the classroom). Risk of bias was assessed using the appropriate Cochrane Risk of Bias Tools, funnel plots and Egger’s regression asymmetry tests. A structural equation modelling approach was used to conduct the meta-analysis.
Results
Fifty-three studies were included in our systematic review. Participation in resistance training (ten studies with 53 effect sizes) had a small positive effect on the overall cognitive, academic and on-task behaviours in school-aged youth (standardized mean difference (SMD) 0.19, 95% confidence interval (CI) 0.05–0.32). Resistance training was more effective (SMD 0.26, 95% CI 0.10–0.42) than concurrent training, i.e., the combination of resistance training and aerobic training (SMD 0.11, 95% CI − 0.05–0.28). An additional 43 studies (including 211 effect sizes) examined the association between muscular fitness and cognition or academic achievement, also yielding a positive relationship (SMD 0.13, 95% CI 0.10–0.16).
Conclusion
This review provides preliminary evidence that resistance training may improve cognitive function, academic performance, and on-task behaviours in school-aged youth.
PROSPERO Registration
CRD42020175695.
Funder
Hunter Medical Research Institute
The University of Newcastle
Publisher
Springer Science and Business Media LLC
Subject
Physical Therapy, Sports Therapy and Rehabilitation,Orthopedics and Sports Medicine