Impact of Extracurricular Physical Activity on Achievement of the Sustainable Development Goals and Academic Performance: Mediating Cognitive, Psychological, and Social Factors

Jorge Zarazaga-Peláez, Valentina Barrachina, Alejandra Gutiérrez-Logroño, Oscar Villanueva-Guerrero, Alberto Roso-Moliner and Elena Mainer-Pardos ()
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Jorge Zarazaga-Peláez: Health Sciences Faculty, Universidad San Jorge, Autovía A23 km 299, Villanueva de Gállego, 50830 Zaragoza, Spain
Valentina Barrachina: Health Sciences Faculty, Universidad San Jorge, Autovía A23 km 299, Villanueva de Gállego, 50830 Zaragoza, Spain
Alejandra Gutiérrez-Logroño: Health Sciences Faculty, Universidad San Jorge, Autovía A23 km 299, Villanueva de Gállego, 50830 Zaragoza, Spain
Oscar Villanueva-Guerrero: Health Sciences Faculty, Universidad San Jorge, Autovía A23 km 299, Villanueva de Gállego, 50830 Zaragoza, Spain
Alberto Roso-Moliner: Health Sciences Faculty, Universidad San Jorge, Autovía A23 km 299, Villanueva de Gállego, 50830 Zaragoza, Spain
Elena Mainer-Pardos: Health Sciences Faculty, Universidad San Jorge, Autovía A23 km 299, Villanueva de Gállego, 50830 Zaragoza, Spain

Sustainability, 2024, vol. 16, issue 16, 1-16

Abstract: Physical activity has been recognized as an essential element for the health and well-being of children and adolescents. Therefore, this systematic review delves into the study of the relationship between extracurricular physical activity (PA) academic achievement (AA), and its alignment with the Sustainable Development Goals (SDGs) among students aged 3–16 years. This systematic review was guided by adhering to PRISMA guidelines. The review included studies that evaluated PA as an independent variable and its impact on academic performance (AP) through mediation models, structural equations, and multiple regression analyses. The key mediators identified between PA and AA include cognitive function, psychological well-being, and social factors. Cognitive self-regulation, attention, memory, self-efficacy, and self-esteem are key mediators between PA and AA as well as sleep patterns and a healthy lifestyle. In conclusion, extracurricular PA significantly influenced AA, and its influence was mediated by various cognitive, psychological, and social factors. These results support the inclusion and promotion of PA in educational settings, which aligns with the Sustainable Development Goals by improving AA and overall student well-being.

Keywords: exercise; academic success; children; extracurricular activities; sustainable development goals (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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