<![CDATA[Physical education is often viewed primarily as a means of developing students’ physical skills, health, and fitness, while academic achievement is generally associated with performance in academic subjects. However, physical activity and academic development are interconnected through physiological, cognitive, and psychological processes. This article aims to examine the relationship between physical education, physical activity, cognitive function, and academic achievement based on relevant literature presented in the context of physical education and academic learning. A narrative literature review approach was employed by synthesizing studies addressing brain function, cognitive performance, academic achievement, stress and anxiety, learning motivation, mood, and interdisciplinary integration. The literature indicates that regular physical activity may support brain function through neurogenesis and increased cerebral blood flow, which are associated with attention, memory, and executive function. Empirical evidence also indicates associations between physical activity and academic performance, motivation, attention, and learning behavior. In addition, physical activity may contribute to reducing stress and anxiety and improving mood, which can support students’ learning engagement. Integrating physical education with academic subjects may further provide opportunities for simultaneous development of physical and cognitive competencies. Nevertheless, the effects of physical activity may vary according to individual characteristics, intervention types, and educational contexts. Therefore, physical education should be considered as an integral component of holistic education rather than solely as a means of developing physical fitness and motor skills. Further empirical research is needed to examine the mechanisms and magnitude of the relationship between physical activity and academic achievement.]]>
Copyrights © 2026
