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Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies

Author

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  • Abel Ruiz-Hermosa

    (Social and Health Care Research Center, Universidad de Castilla-La Mancha, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain
    School of Education, Universidad de Castilla-La Mancha, Ronda de Calatrava, 3, 13071 Ciudad Real, Spain)

  • Celia Álvarez-Bueno

    (Social and Health Care Research Center, Universidad de Castilla-La Mancha, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain)

  • Iván Cavero-Redondo

    (Social and Health Care Research Center, Universidad de Castilla-La Mancha, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain)

  • Vicente Martínez-Vizcaíno

    (Social and Health Care Research Center, Universidad de Castilla-La Mancha, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain
    Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Av. Pedro de Valdivia 425 (Sede Santiago), Providencia 7500000, Chile)

  • Andrés Redondo-Tébar

    (Social and Health Care Research Center, Universidad de Castilla-La Mancha, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain)

  • Mairena Sánchez-López

    (Social and Health Care Research Center, Universidad de Castilla-La Mancha, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain
    School of Education, Universidad de Castilla-La Mancha, Ronda de Calatrava, 3, 13071 Ciudad Real, Spain)

Abstract

Background: Physical activity has a beneficial effect on the brain’s development process and cognitive function. However, no review to date has evaluated the effects of active commuting to and from school (ACS) on cognitive performance and academic achievement. The aim of this systematic review and meta-analysis was to evaluate the link between ACS and cognitive performance and academic achievement in children and adolescents. Methods: We systematically searched MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement. Studies were classified into two groups according to their measured outcomes: cognitive performance (nonexecutive cognitive functions, core executive functions, and metacognition) and academic achievement (marks of different areas). A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement. Results: Twelve studies that evaluated the relationship between ACS and cognitive performance or academic achievement were included in the systematic review: four studies analyzed both cognitive performance and academic achievement, one study provided data regarding cognitive performance and seven provided data on academic achievement. Finally, nine of 12 studies provided enough data for inclusion in the meta-analysis. Our findings suggest that ACS was not significantly associated with cognitive performance (ES = −0.02; 95% CI: −0.06 to 0.03) or academic achievement (ES = −0.33; 95% CI: −0.83 to 0.17 for mathematics-related skills; ES = −0.37; 95% CI: −0.88 to 0.15 for language-related skills). Conclusions: There was insufficient evidence regarding the relationship between ACS and cognitive performance and academic achievement. Future studies should include potential confounders in their analyses and consider the use of standardized self-reports or objective measures of ACS.

Suggested Citation

  • Abel Ruiz-Hermosa & Celia Álvarez-Bueno & Iván Cavero-Redondo & Vicente Martínez-Vizcaíno & Andrés Redondo-Tébar & Mairena Sánchez-López, 2019. "Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies," IJERPH, MDPI, vol. 16(10), pages 1-22, May.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:10:p:1839-:d:233824
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    Citations

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    Cited by:

    1. David Cerro-Herrero & Josué Prieto-Prieto & Mikel Vaquero-Solis & Miguel Ángel Tapia-Serrano & Pedro Antonio Sánchez-Miguel, 2022. "Analysis of Variables That Influence the Walkability of School Environments Based on the Delphi Method," IJERPH, MDPI, vol. 19(21), pages 1-11, October.
    2. Ana Barbosa & Stephen Whiting & Philippa Simmonds & Rodrigo Scotini Moreno & Romeu Mendes & João Breda, 2020. "Physical Activity and Academic Achievement: An Umbrella Review," IJERPH, MDPI, vol. 17(16), pages 1-29, August.
    3. Bethy Merchán-Sanmartín & Mayra Brocel-Bajaña & Johny Pambabay-Calero & Sergio Bauz-Olvera & Néstor Montalván-Burbano & Maribel Aguilar-Aguilar & Paúl Carrión-Mero, 2022. "Multivariate Analysis on Physical Activity, Emotional and Health Status of University Students Caused by COVID-19 Confinement," IJERPH, MDPI, vol. 19(17), pages 1-22, September.
    4. Ana Rodrigues & Hélio Antunes & Ricardo Alves & Ana Luísa Correia & Helder Lopes & Bebiana Sabino & Adilson Marques & Andreas Ihle & Élvio Rúbio Gouveia, 2022. "Association between the Duration of the Active Commuting to and from School, and Cognitive Performance in Urban Portuguese Adolescents," IJERPH, MDPI, vol. 19(23), pages 1-10, November.
    5. Patricia Gálvez-Fernández & Manuel Herrador-Colmenero & Pablo Campos-Garzón & Daniel Molina-Soberanes & Romina Gisele Saucedo-Araujo & María Jesús Aranda-Balboa & Amador Jesús Lara-Sánchez & Víctor Se, 2022. "Convergent Validation of a Self-Reported Commuting to and from School Diary in Spanish Adolescents," IJERPH, MDPI, vol. 20(1), pages 1-15, December.
    6. Ximena Palma-Leal & Fernando Rodríguez-Rodríguez & Pablo Campos-Garzón & Antonio Castillo-Paredes & Palma Chillón, 2021. "New Self-Report Measures of Commuting Behaviors to University and Their Association with Sociodemographic Characteristics," IJERPH, MDPI, vol. 18(23), pages 1-14, November.
    7. Ho Yeung Lam & Sisitha Jayasinghe & Kiran D. K. Ahuja & Andrew P. Hills, 2023. "Active School Commuting in School Children: A Narrative Review of Current Evidence and Future Research Implications," IJERPH, MDPI, vol. 20(20), pages 1-20, October.

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