Physical Activity And The Classroom

Teachers are often told that physical activity is “good for the brain.” While this is broadly true, the key issue for educators is how physical activity and exercise influence learning, and what this means for educators and coaches working with young people.

A helpful starting point is distinguishing between physical activity and exercise. Physical activity refers to any movement that increases energy expenditure, such as walking, active play, or movement-based classroom tasks. Exercise is a subset of physical activity that is planned, structured, and typically higher in intensity, such as organised sport or structured physical training. Both support brain health and development, but they are associated with somewhat different effects on learning and cognitive function.

Research consistently shows that regular physical activity, particularly at moderate-to-high intensities, supports brain development in children and adolescents. One key reason is that movement increases blood flow to the brain and supports biological processes involved in attention and mood regulation. Over time, these physiological changes are associated with improvements in executive functions, including attention control, working memory, and cognitive flexibility. These skills play an important role in learning because they help students follow instructions, manage distractions, and shift efficiently between tasks.

Within this research, aerobic exercise is one of the most widely studied modalities. Aerobic training has been linked to longer term changes in brain structure and function, particularly in regions involved in memory, emotion regulation, and self regulation. Higher levels of aerobic fitness are also associated with increased blood flow to the hippocampus, a brain region critical for learning and memory.

Alongside these longer term adaptations, shorter bouts of movement can also influence day to day learning and behaviour. Research shows that movement sessions lasting around ten minutes are associated with improvements in on task behaviour and attention immediately after activity, although shorter sessions may still provide benefits. Activities that involve coordination and motor skill use may be particularly relevant during preadolescence, a developmental period marked by heightened neuroplasticity for motor learning.

Importantly, these benefits are not limited to a small group of students. Evidence indicates positive effects for both neurotypical and neurodivergent learners. While individual responses vary, physical activity remains a practical, low risk strategy for supporting cognition, engagement, and learning.