Physical Activity-Based Methodologies as a Physical Education Resource for Inhibitory Control: A Systematic Review with Meta-Analysis

Physical activity-based methodologies have been proposed as educational tools to improve executive functions, although their impact on early years and primary education has not yet been fully assessed. This study aims (a) to conduct a systematic review of intervention programmes applying physically active methodologies to inhibitory control in early childhood and primary education and (b) to calculate the overall effect size of intervention programmes applying physically active methodologies to inhibitory control. A systematic search was conducted in the Scopus, Web of Science, Eric and PsycINFO databases. The search yielded a total of 16 scientific articles that formed the basis of the quantitative synthesis. The meta-analysis showed a small overall effect size (g = 0.25; 95% CI [0.11; 0.39] p = 0.0006). Meta-regression analyses indicated that the type of intervention and session length were not significantly associated with the effect size. It was found that the number of sessions was significantly associated with the effect size (β = 0.0017; p = 0.010). As a conclusion, physically active methodologies may be associated with small improvement in inhibitory control; the certainty of evidence is very low. Confidence in these findings is limited, and the true effect may differ.