Table 2 Main characteristics of the included studies USA = United States of America; n = number of participants; yrs = years old; PA = physical activity; PE = physical education; vs = versus; min = minutes; HR = heart rate; HRR = Heart Rate Reserve; MVPA = moderate to vigorous intensity PA; RT = reaction time; ADHD = attention-deficit/hyperactivity disorder
# | Study | Country | Population | Design; setting | PA assessment | PA type; duration; level | Attention measure | Main results |
|---|---|---|---|---|---|---|---|---|
| Â | (n; age) | Â | ||||||
1 | Raviv & Low,1990 | Israel | n = 69; n boys and girls unknown; | Experiment; school-setting | None | PE class vs science class; unknown; unknown | D2 (visual selective attention, information processing speed, ability to concentrate) | Higher scores at the end of lesson, no significant difference between classes (p = 0.47) |
|  | 11–12 yrs |  | ||||||
2 | Caterino & Polak,1999 | USA | n = 177; n boys and girls unknown; | Experiment; school-setting | None | Stretching and aerobic walking vs classroom task; 15 min.; unknown | Woodcock-Johnson Test of Concentration | Significant difference only for 9–10 years old children (p = 0.05) |
|  | 7–10 yrs |  | ||||||
3 | Mahar et al.,2006 | USA | n = 243; n boys and girls unknown; | Observation of 12 weeks | Number of steps (pedometer) | Energizers; 10 min; unknown | Observation of on-task behaviour | Significant improvement (8%, p = 0.017), low performers 20% |
|  | 8–11 yrs | Daily intervention; school-setting |  | |||||
4 | Budde et al.,2008 | Germany | n = 115; 80 boys, 19 girls; | Experiment; school-setting | HR | Normal PE class vs coordinative exercises; 10 min; moderate | D2 (visual selective attention, information processing speed, ability to concentrate) | Significant improvement after coordinative exercises (p < 0.01) |
|  | 13–16 yrs |  | ||||||
5 | Cereatti et al.,2009 | Italy | n = 24; 24 boys, 0 girls; | Experiment; laboratory | HR | Bicycle ergometer; duration unknown (as long as attention measure lasted); 60%HRR | Computerized visual attention task | Significant improvement in RT (p < 0.023) |
|  | 14–17 yrs |  |  |  | ||||
6 | Hillman et al.,2009 | USA | n = 20; n boys and girls unknown; | Experiment; laboratory | HR | Treadmill; 20 min; 60% HR max | A modified flanker task (inhibitory control), combined with EEG | Effect on cognitive control of attention; Significant improvement of accuracy (p = 0.008), no improvement in RT |
|  | 9–10 yrs |  | ||||||
7 | Grieco et al.,2009 | USA | n = 97; n boys and girls unknown; | Observation of 1 school year. Intervention 4 days a week; school-setting | Observation of PA level; | PA during classroom task; 10–15 min; MVPA | Time on task (TOT) | No decrease of TOT after PA (significant difference with inactive lesson, p < 0.001) |
|  | 7–8 yrs |  | Number of steps (pedometer) |  | ||||
8 | Stroth et al.,2009 | Germany | n = 33; 20 boys and 13 girls; | Experiment; laboratory | HR | Bicycle ergometer; 20 min; 60% HRmax | A modified flanker task (task preparation and response inhibition), combined with EEG | Acute moderate PA was not related to executive control (attention among others; p > 0.76) |
|  | 13–14 yrs |  | ||||||
9 | Drollette et al.,2012 | USA | n = 36; 16 boys and 20 girls; | Experiment; laboratory | HR | Treadmill; 20 min; 60% HRmax | A modified flanker task (inhibitory control) | Effect on attention after walking, not during walking. Maintenance of accuracy (p = 0.01) after PA vs. seated rest, not in RT |
|  | 9–11 yrs |  | ||||||
10 | Pirrie & Lodewyk,2012 | Canada | n = 40; 22 boys; 18 girls | Experiment; school-setting | HR (in half of the children) | 45 min PE lesson; 28–30 min in MVPA (≥65% HRmax) | Cognitive Assessment System (planning, attention, simultaneous processing, successive processing) | No significant effect on attention |
|  | 9–10 yrs |  |  | |||||
11 | Pontifex et al.,2013 | USA | n = 20 (other 20 non-eligible: children with ADHD ); 14 boys, 6 girls; 8–10 yrs | Experiment; laboratory | HR | Treadmill; 20 min; 65-75% HRmax | A modified flanker task (inhibitory control), combined with EEG | Effect on cognitive control of attention; Significant improvement of accuracy (p = 0.011), no improvement in RT. Better improvement in children with ADHD |
12 | Drollette et al.,2014 | USA | n = 40; 13 boys and 27 girls; | Experiment; laboratory | HR | Treadmill; 20 min; 60-70% HRmax | A modified flanker task (inhibitory control), combined with EEG | Effect on cognitive control of attention; Significant improvement of accuracy (p = 0.003), no improvement in RT. Better improvement in low performers |
|  | 8–10 yrs |  | ||||||