Physical exercise and motor learning: a scoping review

Physical exercise can enhance motor learning by inducing neurophysiological changes that facilitate this process. This preregistered scoping review aimed to map current knowledge on the effects of physical exercise on motor learning, including experimental studies and review articles in healthy or clinical populations assessing skill acquisition and/or retention. A systematic search of eight databases (e.g. MEDLINE, EMBASE, PsycINFO) identified 66 sources, including 62 experimental studies and 4 reviews. Two researchers independently screened articles and extracted data using a pretested table, with disagreements resolved by a third researcher. Most studies involved healthy populations (83%), with clinical populations underrepresented (17%). Aerobic exercise was most commonly studied, particularly lower-limb cycling (73%), while resistance exercise was rarely examined (0.6%). Exercise intensity was predominantly high, although 6% of studies reported intensity inconsistent with the prescribed method. Motor learning outcomes varied: 55% assessed both skill acquisition and retention, whereas 45% relied solely on short-term and/or delayed retention tests. The infrequent use of long-term retention tests limits understanding of lasting effects. Overall, this review highlights gaps in the literature, including underrepresentation of clinical populations, inconsistent intensity reporting, limited research on resistance exercise, and insufficient assessment of long-term retention, which may affect interpretation of exercise effects on motor learning.