A large number of studies have described a positive relationship between physical exercise and cognition. Physical exercise can be divided into closed-skill exercise (CSE) and open-skill exercise (OSE) based on the predictability of the performance environment. It remains unknown whether either of these types of exercise is more beneficial for cognitive function. Therefore, the purpose of this meta-analysis was to evaluate the effect of OSE versus CSE on cognition. Eligible studies included cross-sectional studies and intervention studies that had a clear definition of OSE and CSE, and these were used to compare the cognitive performance differences between the two classes of exercise. A total of 15 cross-sectional studies and 4 intervention studies were included in this meta-analysis. Among the cross-sectional studies, the overall effect size for OSE versus CSE was 0.304 (95% confidence interval (CI) (−0.097, 1.213); p < 0.05). Further subgroup analysis showed that the overall effect size for OSE versus CSE was 0.247 for inhibition and 0.360 for cognitive flexibility (both p < 0.05). In contrast, no significant differences between the two exercise modes were observed in the intervention studies. In particular, there were no significant differences in visuospatial attention or in processing speed between the two exercise modes. Taken together, these results suggest that OSE is superior to CSE, especially for executive function, according to the 15 cross-sectional studies examined. However, data from the intervention studies indicate that OSE is not superior. Therefore, additional well-designed, long-term intervention studies are needed to elucidate the potential efficacy of OSE in all populations.

Objective: This study explores how school-based physical activity affects the academic achievement of children and adolescents and examines whether factors like activity type or duration influence results.Method: We registered the review in PROSPERO (CRD42024623670). We searched PubMed, Web of Science, Cochrane Library and Embase databases for peer-reviewed English-language randomized or quasi-experimental studies published through 8 December 2024. Reference lists and gray literature were reviewed. The Cochrane Risk of Bias Tool assessed study quality, with findings analyzed through subgroup and sensitivity analysis. Review Manager 5.4 calculated the standardized mean difference (SMD) and 95% confidence interval (CI) using a random-effects model.Results: Seventeen studies met inclusion criteria. Meta-analysis indicated physical activity programs significantly improved academic achievement, especially in mathematics (SMD = 0.11, 95% CI: 0.04–0.18, p = 0.001; I² = 55%) and overall academic achievement (SMD = 0.22, 95% CI: 0.01–0.44, p = 0.040; I² = 74%). Subgroup analysis revealed moderate-intensity activity positively correlated with mathematics (SMD = 0.08, 95% CI: 0.01–0.15, p = 0.040; I² = 37%) and overall academic achievement (SMD = 0.36, 95% CI: 0.14–0.57, p = 0.001; I² = 70%) results. High-intensity activity showed a positive effect on mathematics (SMD = 0.41, 95% CI: 0.14–0.68, p = 0.003; I² = 6%). Short-duration (<24 weeks) interventions positively impacted reading comprehension (SMD = 0.24, 95% CI: 0.03–0.46, p = 0.030; I² = 69%), while longer interventions (≥24 weeks) improved mathematics (SMD = 0.13, 95% CI: 0.03–0.23, p = 0.010; I² = 66%) and overall academic achievement (SMD = 0.47, 95% CI: 0.25–0.68, p < 0.001; I² = 14%). Despite these significant findings, substantial heterogeneity was observed in several analyses, indicating that the results should be interpreted with caution.Conclusion: School-based physical activity positively impacts academic achievement, particularly in mathematics and overall performance. Longer, moderate-intensity interventions are most effective, offering insights for future educational program development.Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42024623670, CRD42024623670.

Objective: To explore the impact of sports on aggression in children and adolescents and analyze whether different conditions in the intervention, such as type of sports, or intervention duration, have different influences on the effect of interventions. Method: The study protocol was registered in PROSPERO (CRD42022361024). We performed a systematic search of Pubmed, Web of Science, Cochrane library, Embase and Scopus databases from database inception to 12 October 2022 for all studies written in English. Studies were included if they met the following PICO criteria. All analyses were carried out using the Review Manager 5.3 Software. We summarized aggression, hostility and anger scores using SMDs. Summary estimates with 95% confidence intervals were pooled using DerSimonian-Laird random effects model or fixed effects model according to between-study heterogeneity. Results: A total of 15 studies were deemed eligible for inclusion in this review. The overall mean effect size indicated that sport interventions was associated with lower aggression (SMD = −0.37, 95% CI [−0.69 to −0.06], P = 0.020; I² = 88%). Subgroup analyses showed that non-contact sports were associated with lower aggression (SMD = −0.65, 95% CI [−1.17 to −0.13], P = 0.020; I² = 92%) but high-contact sports were not (SMD = −0.15, 95% CI [−0.55 to 0.25], P = 0.470; I² = 79%). In addition, when intervention duration <6 months, sport interventions was associated with lower aggression (SMD = −0.99, 95% CI [−1.73 to −0.26], P = 0.008; I² = 90%) and when intervention duration ≥ 6 months, sport interventions was not associated with lower aggression (SMD = −0.08, 95% CI [−0.44 to −0.28], P = 0.660; I² = 87%). Conclusion: This review confirmed that sports intervention can reduce the aggression of children and adolescents. We suggested that schools can organize young people to participate in low-level, non-contact sports to reduce the occurrence of bullying, violence and other aggression-related adverse events. Additional studies are needed to determine which other variables are associated with aggression in children and adolescents, in order to develop a more detailed and comprehensive intervention programme to reduce their aggression.

Objective: This study aims to examine which exercise regimens may have a stronger intervention effect and assess the impact of exercise on children’s and teenagers’ dependence on mobile phones using a meta-analysis system.Methods: From the library’s founding until December 2023, we searched the databases of China Knowledge, Wanfang, Wipro, PubMed, Web of Science, and the Cochrane Library for experimental studies on the effects of exercise on children’s and adolescents’ dependence on mobile phones. We also evaluated the literature’s quality using the Cochrane Handbook and performed meta-analyses using the RevMan 5.4 software. Using the standardized mean difference (SMD) and 95% confidence interval (CI) as the primary effect indicators, a meta-analysis was conducted utilizing RevMan 5.4 software. The protocol of this systematic review was registered in PROSPERO (CRD42024543710).Results: (1) Aerobic exercise showed a significant intervention effect on mobile phone dependence in children and adolescents in the intervention content subgroups but was not statistically significant in the combined exercise subgroups. (2) Exercise demonstrated a large effect size intervention effect on mobile phone dependence in children and adolescents. (3) Regarding mobile phone dependence in children and adolescents, the intensity of the intervention was divided into three subgroups: medium, moderate to high, and low. (4) The greatest intervention effect on mobile phone dependence was observed with a three-times-weekly intervention frequency. (5) Exercise lasting between 8 to 30 weeks showed a positive intervention effect on mobile phone dependence, with the most effective intervention occurring around 12 weeks. (6) The following order reflected the effect of the intervention duration on children and adolescents’ mobile phone dependence: 40–45 min, 20–30 min, ≥90 min, and 60 min.Conclusion: (1) Children and teenagers with cell phone addictions can benefit from exercise in reducing their symptoms; (2) the content, intensity, period, frequency and duration of exercise all exert a varying degree of influence on the intervention effect of exercise on mobile phone dependence in children and adolescents. Moderate-intensity aerobic exercise, lasting for 40–45 min three times a week for a total of approximately 12 weeks, is more likely to achieve the desired intervention effect of improving mobile phone dependence in children and adolescents.

Objective: The aim of this study was to translate the Athletes’ Received Support Questionnaire (ARSQ) for Chinese athletes and examine the reliability and validity of the ARSQ with Chinese subjects.Methods: In this study, we conducted a forward-backward translation of the ARSQ and used data collected from Chinese athletes to perform exploratory and confirmatory factor analyses. A total of 580 Chinese athletes completed the formal ARSQ for the confirmatory factor analysis (CFA), while 230 athletes participated in the preliminary survey. Of the 580 athletes, 571 provided valid questionnaires for assessing validity and reliability. Additionally, we assessed test–retest reliability using data from 200 participants randomly selected after 1 month. The criterion measurement used in this study was the Social Support Rate Scale (SSRS).Results: Results of the exploratory factor analysis showed that the Chinese version of the ARSQ with 22 items had four-dimensional structures including emotional support, esteem support, information support, and tangible support. CFA showed that the Chinese version of the ARSQ had adequate structural validity (χ²/df = 2.315, CFI = 0.971, GFI = 0.902, NFI = 0.959, AGFI = 0.878, RMSEA = 0.064, SRMR = 0.032). Cronbach’s α coefficient, McDonald’s omega coefficient and the test–retest reliability were 0.956, 0.957, and 0.953 for the total scale.Conclusion: The study provides evidence in support of construct (factorial) validity, convergent validity, internal-consistency and test–retest stability for the use of the ARSQ among Chinese athletes in the Jiangsu and Shandong Provinces, China. However, it is important to note that the conclusion is delimited to the current context, and further studies are needed to verify and promote the applicability of the ARSQ in other regions and sports projects.

Objective: This research explores how emotion regulation self-efficacy and sense of life meaning affect the relationship between physical activity and depressive symptoms among college students. Methods: A total of 1,333 university students were evaluated with the Physical Activity Scale, Emotion Regulation Self-Efficacy Scale, Sense of Life Meaning Scale, and Depressive symptoms Scale. A sequential mediation model was established, and the mediating effects were examined via the bootstrap resampling approach. Results: (1) Physical activity was positively associated with both emotion regulation self-efficacy and sense of life meaning. A strong positive link emerged between emotion regulation self-efficacy and sense of life meaning. Physical activity was inversely associated with depressive symptoms, whereas emotion regulation self-efficacy and sense of life meaning similarly demonstrated inverse associations with depressive symptoms. (2) Emotion regulation self-efficacy and sense of life meaning serve as sequential mediators in the link between physical activity and depressive symptoms. The detailed mediation pathways are outlined below: Physical activity → Emotion regulation self-efficacy → Depressive symptoms (effect = −0.150, accounting for 20.41% of the total effect). Physical activity → sense of life meaning → Depressive symptoms (effect = −0.098, accounting for 13.33% of the total effect). Physical activity → Emotion regulation self-efficacy → sense of life meaning → Depressive symptoms (effect = −0.168, accounting for 22.86% of the total effect). Conclusion: (1) Physical activity is significantly and negatively associated with depressive symptoms among college students. (2) In college students, emotion regulation self-efficacy and sense of life meaning partially mediated the relationship between physical activity and depressive symptoms. (3) Emotion regulation self-efficacy and sense of life meaning together serve as sequential mediators linking physical activity to depressive symptoms among college students.