School-based Physical Education does not Acutely Impair Executive Functions in Children

Engaging in physical activity stimulates brain regions associated with executive functions. However, evidence regarding the acute effects of school-based Physical Education remains inconsistent, particularly when considering class duration and ecological constraints of the school context. Given that Physical Education classes may vary in length due to routine school demands, the present study aimed to investigate the acute effect of two durations of Physical Education class (25 and 45 minutes) on the executive functions of 9- to 10-year-old children. Twenty-four participants (age = 9.54 years ± 0.51; male = 62.5 %) were randomized and allocated in 3 groups (25 minutes PE, 45 minutes PE and control group). The exercise groups participated in traditional Physical Education classes (25-minute session and 45-minute session). Meanwhile, the control group attended a 45-minute theoretical class. All individuals underwent executive functions assessments before and immediately after their respective conditions. A significant main effect of time was observed for response time in inhibitory control (F(1,21) = 12.719; p = 0.002), with improvements occurring across all groups, including the control group. No other significant effects were identified, indicating that Physical Education class duration did not modulate executive function performance. When assessed immediately after the class, Physical Education sessions lasting 25 or 45 minutes did not produce acute improvements in inhibitory control or working memory in 9- to 10-year-old schoolchildren, and no dose–response effect was observed. Nevertheless, executive function performance was maintained, indicating that participation in Physical Education during the school day does not compromise children’s cognitive functioning.