Organized physical activity and cognitive development in 5- and 6-year-old schoolchildren: a correlational study
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https://doi.org/10.17979/sportis.2026.12.1.12808Abstract
Cognitive development during early childhood is a fundamental pillar for school learning. In this period, physical activity not only contributes to the strengthening of health, but has also been proposed as a potentially influential factor in essential neurocognitive processes, such as attention, memory, language or executive function. This study aims to analyze the relationship between the practice of organized physical activity and cognitive development in schoolchildren. The sample consisted of 30 schoolchildren between 5 and 6 years of age (M = 5.88; SD = 0.29). A quantitative, non-experimental, cross-sectional and correlational approach was used, applying the CUMANIN Questionnaire and the Physical Activity Questionnaire in infancy and childhood to collect information on the level of cognitive development and participation in sports activities. The results show that schoolchildren who practice organized physical activity obtain higher mean scores in total development (M = 35.85) and development quotient (M = 100.08) compared to those who do not participate (M = 25.29 and M = 96.24). The statistical analysis also showed a significant association in the dimension of verbal fluency (p < .05), suggesting that structured sports contexts could favor the development of specific language skills. These findings suggest that extracurricular sports practice may be linked to greater cognitive development in childhood, supporting the need to promote educational interventions and physical activity programs in schools.
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