Background: Regular physical activity is associated with improvements in cognitive function during childhood. Integrating physically active learning strategies, such as active gamification, into school settings may enhance cognitive processes while increasing student engagement. However, evidence from randomized controlled trials in primary education remains limited. Aim: This study aimed to examine the effects of a physically active gamification program on concentration, selective attention, memory, and creativity in primary school children. Methods: A cluster-randomized controlled trial was conducted with 120 children aged 8–11 years from six intact classes. Classes were randomly assigned to an experimental group, which completed a 12-week physically active gamification program during physical education lessons, or to a control group, which followed the standard curriculum. Concentration and selective attention were assessed using the D2 Test, creativity with the CREA Test, and immediate visual memory using a task adapted from the Reynolds Intellectual Assessment Scales (RIAS). Intervention effects were analyzed using linear mixed-effects models, with group, time, and the group × time interaction as fixed effects and classroom included as a random effect to account for clustering. Effect sizes were calculated using Cohen's d . Results: Significant group × time interactions were observed for concentration, selective attention, immediate visual memory, and creativity, indicating greater improvements in the experimental group than in the control group. Estimated marginal means showed that concentration increased from 58.43 to 63.68 in the experimental group, while remaining relatively stable in the control group (60.08 to 60.25). Similar intervention-related improvements were observed for selective attention and immediate visual memory, with the latter increasing from 9.37 to 11.62 in the experimental group compared with 9.47 to 10.20 in the control group. Creativity increased markedly in the experimental group (44.22 to 53.00), whereas it remained relatively stable in the control group (45.47 to 44.69). All group × time interactions were statistically significant ( p < .05). Conclusions: A 12-week physically active gamification intervention improved several cognitive functions in primary school children, including attention, memory, and creativity. These findings support the integration of physically active gamification approaches into school-based physical education to promote cognitive development.

Background: Physical activity, screen time, and cardiorespiratory fitness have been associated with cognitive functioning in children; however, their mutually adjusted associations with specific dimensions of selective attention remain insufficiently understood. This study examined the associations of habitual physical activity, screen time, and cardiorespiratory fitness with selective attention in primary school children. Methods: This cross-sectional study included 386 children aged 9–12 years (54.4% girls). Habitual physical activity was assessed using the Physical Activity Questionnaire for Children (PAQ-C), screen time using the Youth Leisure-Time Sedentary Behavior Questionnaire (YLSBQ), cardiorespiratory fitness using the 20 m shuttle run test, and selective attention using the d2-R Test of Attention. Selective attention was characterized by processing speed (TR), percentage of errors (E%), and concentration performance (CON). Associations were examined using correlation and multiple linear regression analyses adjusted for age and sex, followed by hierarchical regression models examining the mutually adjusted associations of physical activity, screen time, and cardiorespiratory fitness with selective-attention outcomes. Results: Higher physical activity was significantly associated with a greater number of total items processed (TR; B = 69.87, β = 0.660, p < 0.001), a lower percentage of errors (E%; B = −1.75, β = −0.356, p < 0.001), and better concentration performance (CON; B = 26.44, β = 0.659, p < 0.001). Greater screen time was primarily associated with a higher error percentage (β = 0.597, p < 0.001), while associations with processing speed and concentration performance were weaker. Higher cardiorespiratory fitness was associated with greater processing speed (β = 0.468), fewer errors (β = −0.455), and better concentration performance (β = 0.667; all p < 0.001). In the final hierarchical models, after mutual adjustment for physical activity, screen time, cardiorespiratory fitness, age, and sex, physical activity was associated with processing speed (β = 0.600, p < 0.001), whereas screen time and cardiorespiratory fitness were not associated with this outcome. For attentional errors, higher screen time (β = 0.523, p < 0.001), lower physical activity (β = −0.117, p = 0.014), and lower cardiorespiratory fitness (β = −0.270, p < 0.001) were associated with a higher error percentage. For concentration performance, both physical activity (β = 0.395, p < 0.001) and cardiorespiratory fitness (β = 0.412, p < 0.001) were positively associated, whereas screen time was not associated with this outcome. Conclusions: Physical activity, screen time, and cardiorespiratory fitness showed distinct associations with specific components of selective attention. Higher physical activity was particularly associated with faster processing speed, higher screen time with greater attentional errors, and both physical activity and cardiorespiratory fitness with better concentration. Given the cross-sectional design, these findings should be interpreted as associations rather than causal relationships.

This systematic review analysed the role, opportunities and challenges of digital technologies in promoting physical activity among rural children and adolescents aged 10–18. By identifying and analyzing 10 eligible studies across four major databases between June 2016 and June 2026, the research classified the tools used into five categories: behaviour-monitoring technologies (like wearable activity trackers), educational technologies (digital learning platforms), communication and social media technologies, immersive technologies (virtual and augmented reality), and digital health technologies. The implications of these tools were examined in relation to physical education curricula and the development of healthy lifestyles. While the available evidence suggests that these technologies support rural youth by enhancing self-monitoring, increasing health awareness, improving access to educational resources, and creating context-specific opportunities for active engagement, the data reveals that evidence of sustained improvements in moderate-to-vigorous physical activity remains limited. Furthermore, implementation is heavily hindered by barriers such as the digital divide, limited technological infrastructure, inequalities in resource access, and the threat of sedentary behaviours associated with excessive screen time. Consequently, the findings underscore a need for coordinated educational and health strategies, offering practical recommendations to integrate these digital technologies within rural educational settings to foster long-term active lifestyles.

This systematic review examined three complementary lines of intervention evidence in children and adolescents aged 6–18 years: (1) mobile app-supported physical activity (PA) interventions and learning-relevant cognitive, motivational, and psychosocial outcomes; (2) PA/physical education (PE) interventions and bullying/cyberbullying outcomes; and (3) mobile app-based interventions and bullying/cyberbullying outcomes. Twenty-two intervention studies identified across four databases between September 2016 and September 2026 were included. The results were organized into two main domains: bullying/cyberbullying and learning-relevant cognitive, motivational, and psychosocial outcomes. These outcomes were examined across emotional–motivational, sociobehavioral, and cognitive dimensions. In the emotional–motivational dimension, favorable outcomes were observed in self-efficacy, motivation, and emotional well-being, although effects varied across studies. In the sociobehavioral dimension, benefits were identified in prosocial behavior, social relationships, and peer support. Some studies also reported improvements in attention, concentration, and other cognitive functions related to learning. Regarding bullying/cyberbullying, an evidence gap was identified. No identified study evaluated the effects of mobile app-based PA interventions on bullying/cyberbullying-related outcomes. Interventions were also classified according to whether mobile applications were used independently or in combination with wearable devices or other digital technologies. Overall, the findings suggest that mobile applications may extend the benefits of PA beyond physical outcomes and promote learning-relevant cognitive, motivational, and psychosocial outcomes. Finally, the main evidence gaps were identified to guide the design of future interventions targeting children and adolescents.