Abstract Physical education (PE) programs are often treated as supplementary curriculum elements, yet research increasingly shows that they play a critical role in students’ overall development including academic achievement. This paper examines the theoretical foundations, empirical evidence, mechanisms of influence, challenges, and policy implications related to physical education’s impact on academic performance. The findings suggest a positive association between well-designed PE programs and improvements in cognitive function, classroom behavior, and academic outcomes.
Rajalakshmi D (2026) studied this question.