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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Jorge Zarazaga-Peláez & Valentina Barrachina & Alejandra Gutiérrez-Logroño & Oscar Villanueva-Guerrero & Alberto Roso-Moliner & Elena Mainer-Pardos, 2024. "Impact of Extracurricular Physical Activity on Achievement of the Sustainable Development Goals and Academic Performance: Mediating Cognitive, Psychological, and Social Factors," Sustainability, MDPI, vol. 16(16), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:16:p:7238-:d:1461973
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    References listed on IDEAS

    as
    1. Sebastián Fierro-Suero & Eduardo José Fernández-Ozcorta & Pedro Sáenz-López, 2022. "Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active," IJERPH, MDPI, vol. 19(15), pages 1-17, August.
    2. Valentina Barrachina & Celia Marcen & Elena Mainer-Pardos & Irela Arbones-Arque, 2023. "Proximity Sports as a Sustainable Strategy for the Promotion of Physical Activity at an Early Age: The KIA Project," Sustainability, MDPI, vol. 15(15), pages 1-17, August.
    3. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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