What is physical activity?

WHO defines physical activity as any bodily movement produced by skeletal muscles that
requires energy expenditure. Physical activity refers to all movement including during leisure
time, for transport to get to and from places, or as part of a person’s work or domestic
activities. （[Link] ） //Physical
activity refers to all bodily movement performed by an individual from morning to night.

Benefit of PA

1. Physical activity has been increasingly recognized as a beneficial strategy to enhance

mental well-being in this population (Mahindru et al., 2023). Engaging in regular
exercise not only improves physical health but also plays a crucial role in mitigating
mental health issues (WHO, 2024).
2. Incorporating physical activity into the daily routine of university students through
classroom-based interventions has also proven effective (Latino et al., 2023). These
interventions not only promote regular activity or exercise but also foster a sense of
community engagement and social support among students, which can further
alleviate feelings of loneliness and isolation (Herbert, 2022). For instance, short
physical activity breaks during lectures have been linked to better academic
performance and increased cognitive functions particularly attention (Watson et al.,
2017).
([Link]
fpsyg.2024.1546002/full#ref21 )
3. PA has also been identified as an effective means of alleviating mild to moderate
depression, improving mood, and reducing anxiety symptoms [1,4](1.
[Link] ) (4.
[Link]
.28~inverse-association-between-physical-inactivity-and-mental?
redirectionsource=fulltextview )
4. Benefits
Improves attention and memory. Reduces risk of depression, Builds strong muscles
and endurance. Improves blood pressure and aerobic fitness. Helps maintain normal
blood sugar levels, sometimes called cardiometabolic health. Reduces risk of several
chronic diseases, including type 2 diabetes and obesity. Strengthens bones. Helps
regulate body weight and reduce body fat.

Source: Physical Activity Guidelines for Americans, 2nd edition

Relationship PA w sleep quality

 1. Across all life domains, sleep remains an intrinsic biological feature that plays a
significant part in several “somatic, cognitive, and psychological processes” (2). As
such, altered sleep quality (SQ) can have detrimental effects on body homeostasis
(2). Aside from pharmacological intervention, physical activity (PA) has been
highlighted in literature for its potential to improve SQ, the mechanisms of which
have been explored extensively. The release of pro-inflammatory cytokines
Interleukin-1 and -6, as well as Tumor necrosis factor-alpha can induce feelings of
drowsiness during moderate-intensity exercise (3). Furthermore, brain-derived
neurotrophic factor release increases after exercise, and it enhances “memory
processing during sleep” (4, 5). Lastly, the most “potent physiologic stimulus” for
growth hormone secretion is PA (6). Growth hormone secretion is associated with
slow-wave sleep also known as deep sleep, thus illustrating another link between PA
and SQ (7).
（ [Link]
fspor.2024.1357043/full ）
2. A study conducted on adults with insomnia found that both physical exercise and
mind-body exercise interventions led to similar improvements in subjective sleep
quality, and short-term interventions (lasting three months or less) showed a
significantly greater reduction in sleep disturbances compared to long-term
interventions (lasting more than three months) [15].
（[Link] ）

PA w academic performance

1. Accordingly, it can be inferred that strategies to improve PA levels in children across

the UK are an irrefutable necessity, not only to improve children’s current health
status, but also to decrease the likelihood of obesity and other inactivity-related
conditions. Given the compulsory attendance of children at schools and the
significant amount of time children spend there each day, schools offer a unique
environment to positively influence PA levels among children so that recommended
PA levels are achieved [13]. Nevertheless, opportunism to increase PA levels within
schools is increasingly finite [11]. In fact, some schools are decreasing time spent on
non-academic subjects such as physical education (PE) to allocate more time to
academic subjects such as mathematics or English [14]. This decline in PA
opportunities in schools is primarily influenced by ever-increasing academic
pressures placed on schools and educators to achieve within an attainment-focused
curriculum [14]. However, research indicates such declines in PA are detrimental to
the child, their physiological and psychological health, and potentially, their academic
performance.

A growing body of literature has investigated the effects of PA (school-based, class-based,

and extracurricular PA) on academic performance, and the results are widely debated.
Notably, several studies advocate PA to improve academic and/or cognitive performance
[15,16,17,18,19]. De Greeff et al. [20] supported this positive effect of PA on executive
functions (inhibition, working memory, cognitive flexibility, and planning) and academic
performance, and stated that largest effects are seen with interventions that implement
continuous regular PA over several weeks. This was similar to findings by Barbosa et al. [21]
who found a medium positive effect of PA on academic achievement as opposed to acute PA
which demonstrated no benefits. Further research [22] saw deviations from this as they
reported acute PA interventions significantly improved processing speed, inhibition and
attention, whereas chronic PA interventions significantly improved processing speed,
attention, cognitive flexibility, working memory, and language skills. However, studies
conducted by Esteban-Cornejo et al. [23] found that the association between PA and
academic performance was negative and very weak. Similarly, Daley and Ryan [24] reported
no correlations between increased PA and academic performance; these findings are
consistent with the literature [25,26,27]. Contrasting results across the literature suggest
that future research within this area is necessary to bring clarity to the field. If it was
evidenced that PA could be implemented in schools without being a detriment to academic
performance; policymakers and schoolteachers may be inclined to implement a policy of
regular PA within the school context. This would ensure children meet their recommended
PA guidelines (60 min or more per day) for most of the week.

( [Link] )