ABSTRACT
This chapter discusses the association between physical activity and learning. Because learning is considered the acquisition of knowledge, learning tends to encompass many variables. The chapter demonstrates that the interconnectedness of executive function and achievement variables and the systems that they represent. In dynamic systems theory multiple systems work simultaneously to facilitate development. Executive function is treated separately from discussion of the achievement variables because of its important role in cognition and academic outcomes. The chapter explores physical activity’s role in improving executive function. It focuses on physical activity’s influence on academic achievement variables and on the differences in research designs which can help in understanding variations found across the results of studies. Despite extensive focus on cognition in instruction, the role of higher-order cognitive variables is less frequently considered. Studying executive function might at first seem difficult because it is hard to know what processes are working behind the scenes as children are learning and engaging in academic work.
