Physical fitness and executive functions in early childhood: A systematic review of recent evidence

Background Optimizing physical fitness (PF) and developing executive functions (EFs) is of great importance in preschool children. The link between PF, obtained through repetitive physical activity, and EFs is gaining increasing attention in recent years and we sought to systematically search the literature on the relationship between PF and EFs in preschool children published in the last five years. Methods Web of Science, Scopus, and PubMed were databases searched for the relevant literature. Original studies written in English and published in peer-reviewed journals including healthy children aged 3–6 years who were simultaneously tested for PF and EFs were considered eligible. To ensure transparent and accurate reporting we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Investigation was prospectively registered in the International Prospective Register of Systematic Reviews (PROSPERO) database (CRD420251072802). Results A total of 20 studies (n = 3117, age=4.9 ± 2.5 years) were included in the final analysis. Aerobic fitness was consistently associated with better EF outcomes. Body composition, muscle strength, and flexibility were not associated with aspects of EF. Agility, speed, and power were positively associated with the parameters of working memory. The dynamic component of balance was correlated with enhanced inhibitory control. The link between agility, speed, power, and the static component of balance with inhibitory control was quite inconsistent. Similarly, conflicting evidence was observed regarding the association between dynamic and static balance with working memory aspects. Conclusion Aerobic fitness appears to play a significant role in enhancing EF development while the relationship between other components of PF and EFs seems less clear. Kindergartens are uniquely positioned to nurture children, making them ideal for promoting the development PF and EF through intentional, play-based, and developmentally aligned experiences.