School-Based Physical Activity, Cognitive Performance and Circadian Rhythms

Rethinking the Timing of Movement in Education

Bibliographic Data

ID15713945
AuthorsFrancesca Latino (0000-0003-0302-6145, Pegaso University, corresponding author), Francesco Tafuri (0000-0003-4059-3122, Department of Cultural Heritage, corresponding author), Mariam Maisuradze (Parthenope University of Naples), Maria Giovanna Tafuri (0009-0008-5835-1846, Pegaso University)
Year2025
Volume12
Issue10
Pages1324-1324
Publication date2025-10-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children12101324
PMID41153506
OpenAlexW4414768058
LanguageEN
Citations received1
References cited51

Background. Physical activity enhances cognitive performance in adolescents, yet the role of circadian timing within the school day remains poorly understood. Purpose. This study examined whether the timing of school-based physical activity (morning, midday, afternoon) influences cognitive performance, subjective alertness, and mood states in early adolescents. Methods. A 12-week crossover intervention was conducted with 102 students (aged 12-13 years) from southern Italy. Each class participated in three 4-week conditions of structured physical activity scheduled in the morning (8:10-9:10), midday (12:10-13:10), and afternoon (15:10-16:10), separated by one-week washouts. Cognitive outcomes (d2-R, Digit Span backward, TMT-A), subjective alertness (KSS), and mood (PANAS-C) were assessed at baseline and after each condition. Analyses employed linear mixed-effects models and repeated-measures ANOVAs, adjusting for sex, BMI, chronotype, and sleep duration. Results. Morning activity produced the strongest improvements in attention (d2-R, η 2 p = 0.16), working memory (Digit Span backward, η 2 p = 0.06), processing speed (TMT-A, η 2 p = 0.08), alertness (KSS, η 2 p = 0.19), and positive affect (PANAS-C, η 2 p = 0.05). Midday sessions yielded moderate benefits (d2-R, η 2 p = 0.09; Digit Span backward, η 2 p = 0.05; TMT-A, η 2 p = 0.07; KSS, η 2 p = 0.09), while afternoon activity showed the weakest or nonsignificant changes (all η 2 p Conclusions. The timing of physical activity is a critical determinant of its cognitive and affective benefits. Incorporating morning exercise into school timetables may represent a low-cost, scalable strategy to optimize both learning readiness and well-being in adolescents

Affect (linguistics · Alertness · Chronotype · Circadian rhythm · Cognition · Effects of sleep deprivation on cognitive performance · Memory span · Mood · Morning · Children's Physical and Motor Development · Obesity, Physical Activity, Diet · Sleep and related disorders

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