Our team has developed a policy recommendation emphasizing the critical benefits of physical activity for adolescents. This project was conducted as part of the university’s "Neuroscience in Educational Sciences 2025" course, where we explored how movement positively impacts cognitive development, academic performance, and mental health.
1. Introduction
Physical activity (PA) is a fundamental component of adolescent development, particularly within educational settings. Schools play a crucial role in promoting physical activity through physical education (PE) classes, short PA breaks within subject classes, and extracurricular activities.
However, PA in educational settings has multiple problems which policy would need to address, as explained in Section 2. The problems collectively underscore the necessity of policy interventions to enhance PA in educational settings. The following Section 3 discovers multiple neuroscientific evidence that supports the necessity of PA for adolescents, particularly examining the cognitive, academic, and psychological benefits of PA. The evidence will lead to policy recommendations that address the above-mentioned issues, written in Section 4, claiming how and to what extent PA should be enhanced in educational settings.
2. Major problems regarding PA
2.1 Decline in Sport Hours in Secondary Schools
A major concern is the decreasing allocation of physical education (PE) hours in secondary schools. Across the European Union, the average weekly PE allocation in primary schools is 109 minutes, while in secondary schools is 101 minutes. There is a significant downward trend observed in upper secondary education, where in many countries the course selection becomes optional. The average minutes was 117 minutes for secondary schools in 2000, but has decreased over the years due to the emphasis on other subjects such as language and mathematics (Hardman, 2008).
This decline in PE hours significantly impacts adolescent students, as school-based physical education plays a crucial role in fostering lifelong physical activity habits. The gradual decline in PE hours deprives adolescents of structured opportunities for exercise, potentially leading to lower physical activity levels and associated health risks. Additionally, the lack of physical activity affects cognitive functions such as memory, attention, and executive functioning, which will be further explored in the subsequent sections.
2.2 Failure to Meet UNESCO's PE Guidelines
Another pressing issue is the failure of many education systems to meet UNESCO's recommended PE guidelines. UNESCO recommends a minimum of 180 minutes (3 hours) of PE per week for secondary students (UNESCO, 2015). However, recent data from 2024 indicates that only one in three secondary school students worldwide meets this criterion (UNESCO, 2024).
Moreover, gender disparities persist, with only 58% of countries making PE compulsory for girls and only 7% of schools ensuring equal PE time for boys and girls (Ibid.). This imbalance underscores the need for policy interventions to guarantee that all students receive adequate physical education, regardless of gender or geographic location. The insufficient allocation of PE hours exacerbates the decline in youth physical activity levels, further emphasizing the urgency of addressing this shortfall in school curricula.
2.3 Adolescent Mental Health
Beyond physical health concerns, adolescent mental health is an increasingly urgent issue within educational settings. According to the World Health Organization (2024), one in seven adolescents aged 10-19 experiences a mental disorder, with depression, anxiety, and behavioral disorders being among the leading causes of illness and disability in this age group. Alarmingly, suicide is the third leading cause of death among individuals aged 15-29. These statistics highlight the pressing need for school-based interventions that promote mental well-being.
3. The need for physical activities from a neuroscience perspective
3.1 Cognitive Development
Research consistently highlights the positive effects of PA on various cognitive domains. In the following sections, we will explore specific cognitive functions influenced by PA, supported by empirical studies.
3.1.1 Short-term effects
PA has been shown to immediately enhance memory performance, attention and executive functioning. Even small PA interventions, for example PA breaks during sitting periods, can yield cognitive benefits.
<Brain function>
● When students participate in PA, the cerebral blood flow increases, optimizing oxygen and nutrient delivery to the brain, which enhances cognitive efficiency (Ferrer-Uris et al., 2022).
<Research that supports the claim>
● Langdon & Corbett (2012)’s study found that physical activity immediately boosts learning and memory by increasing vigilance, moving students into an active phase.
● Müller et al. (2021) investigated the effects of short, classroom-based PA sessions in 4th-grade students. The 10-minute activities led to improvements in both attention processing speed and overall attention performance.
● Kjellenberg et al. (2024) examined whether PA breaks during prolonged sitting periods can positively impact working memory. This effect was found in an 80-minute sedentary session in which participants either remained seated or took four three-minute PA breaks. The results indicated that PA breaks helped maintain cerebral blood flow and improved working memory, particularly for students with lower baseline working memory performance.
3.1.2 Long-term effects
Engaging in PA regularly has lasting benefits by enhancing brain structure, which leads to positive effects on cognitive functions such as memory, attention, and executive skills.
<Brain function>
● Regular PA contributes to an increase in gray matter, which is essential for various cognitive processes. Regular PA has lasting benefits for academic achievement by enhancing brain structure, cognitive function, and executive skills. PA promotes neurogenesis in the hippocampus, strengthening memory formation and learning processes (Ferrer-Uris et al., 2022). Increased gray matter volume in the prefrontal cortex and temporal lobes further supports cognitive functions, such as working memory and attention (Chen et al., 2020).
● In addition, Regular PA fosters the growth of interneuronal connections, which are crucial for cognitive development.
● Furthermore, PA increases higher levels of brain-derived neurotrophic factor (BDNF), which improves synaptic plasticity, reinforcing learning retention and problem-solving skills (Ferrer-Uris et al., 2022).
<Research that supports the claim>
● Nethravathi & Sreenivas (2020) found that participation in sports enhances attention and concentration, allowing students to absorb and process information more effectively.
● A systematic review found that adolescents who participate in PA as a hobby tend to score higher on several cognitive measures, indicating enhanced brain function and cognitive abilities. It also helps maintain a balanced neurohormonal environment, further supporting cognitive functions (Donnelly et al., 2016).
● A longitudinal study by Ferro et al. (2016) found that adolescent males who were more physically active exhibited better working memory and strategic memory control later in life compared to their less active peers. While these findings were not replicated in females, they suggest that PA during adolescence—particularly in males—may support frontal lobe-related cognitive functions in adulthood.
● A meta-analysis by Xue et al. (2019) reviewed 19 studies on chronic PA (multiple sessions per week over a period exceeding six weeks). The analysis found a small but significant effect of regular exercise on executive functioning, particularly in improving inhibitory control.
3.2 Academic Achievement
As explained in 3.1, engaging in PA has immediate, short-term benefits for cognitive development in adolescents. In addition, short durations of PA increase serotonin and shift students’ physiological state positively. Because of these consequences, PA, even when it is short-term, creates an optimal state for learning, allowing students to absorb and retain information more effectively.
In the long-term, PA enhances brain structure which leads to cognitive development. Because of this, an amount of research supports that when a significant portion of curricular time is dedicated to physical activity, students often experience accelerated learning and improved academic performance. Additionally, PA enhances nutrient intake, supports healthy body composition, and boosts self-esteem, all of which contribute to better academic outcomes (Ferrer-Uris et al., 2022; Brooks, 2024).
<Research that supports the claim>
● Hillman et al. (2008) showed that even short durations of PA, ranging from 5 to 30 minutes, can increase serotonin levels within just 20 seconds of starting. This rise in serotonin supports learning by promoting a positive physiological state conducive to academic achievement.
● Latino & Tafuri (2023) identified a positive relationship between higher levels of PA and better attentional resources and working memory, which are linked to scholastic achievement.
● Shephard (1997) demonstrated that allocating 14–26% of curricular time to physical activity can accelerate psychomotor development and academic skills.
● Brooks (2024) showed that Structured PA, particularly team sports, fosters executive functions like cognitive flexibility and self-regulation, leading to improved academic performance.
● A longitudinal study by Aisgbee et al. (in Centeio et al., 2021) found that physical activity levels strongly predicted academic achievement in children from kindergarten through 8th grade.
3.3 Mental Health
PA, both long- and short-term, significantly benefits adolescents' mental health. Regular PA is linked to reduced stress, anxiety, and depressive symptoms while promoting social interaction, self-esteem, and a sense of belonging.
<Research that supports the claim>
● Li et al. (2024) conducted a narrative review and found that PA serves as a psychological intervention that helps adolescents manage stress, prevent mental health disorders, and enhance emotional resilience :
- Aerobic exercises, such as running and swimming, are particularly effective in enhancing mood and cognitive function by increasing cerebral blood flow .
- Strength training is linked to reducing depressive symptoms and improving self-efficacy, making adolescents feel more capable of handling daily challenges .
- Team sports improve social skills and a sense of community, fostering self-esteem and reducing feelings of loneliness .
- Mind-body exercises like yoga and tai chi aid in stress management and emotional regulation by balancing the sympathetic and parasympathetic nervous systems, leading to better mental well-being .
● A study by Latino & Tafuri (2023) found that adolescents with higher levels of PA exhibited better stress regulation and emotional resilience, contributing to improved school performance and social well-being. Regular PA reduces mental disorder symptoms such as depression and anxiety by promoting dopamine, serotonin, and endorphin production, which are key neurotransmitters for mood regulation .
● Mullender-Wijnsma et al. (2016) demonstrated that students who engaged in active learning methods (combining PA with academic tasks) had lower levels of cortisol (a stress hormone) compared to peers in sedentary classrooms.
4. Implementation Recommendations
4.1 Follow the UNESCO’s recommendation to include at least 3 hours/week of quality PA in secondary school
The previous section has shown that structured PA enhances cognitive functions such as memory, attention, and executive functioning, all of which are essential for learning. Furthermore, PA is a powerful tool for improving adolescent mental health by reducing stress, anxiety, and depressive symptoms.
Policy-makers may prioritize increasing instructional time for subjects like reading and mathematics while reducing PE hours, believing this shift will enhance academic achievement. However, it is crucial to recognize that, as discussed in Section 3.2, a significant portion of time allocated to PA regularly enhances accelerated learning and improved academic performance. Therefore, reducing PE hours in favor of traditional academic subjects may be counterproductive, as it neglects the positive effects of PE on academic performance.
Following this accumulated scientific evidence, it is essential that PA is provided to every secondary school student for a sufficient amount of time throughout the year. To achieve this, it is necessary to allocate adequate PE hours in the school curriculum, making it compulsory for every student.
UNESCO’s recommendation of a minimum of 180 minutes (3 hours) of PE per week in secondary education is a benchmark that was already set in 2015, but after 9 years it has not been achieved by ⅔ of secondary school students. We emphasize that policy-makers in every country or region worldwide shall follow this recommendation.
Moreover, merely increasing PE hours is insufficient - ensuring high-quality instruction is equally critical to maximizing the positive effects of physical education. High-quality PE is characterized by well-structured, engaging activities that promote both physical and cognitive development. Therefore, professional development programs for PE teachers should be expanded to enhance the effectiveness of PE delivery.
By aligning with UNESCO’s guidelines and prioritizing quality instruction, schools can maximize the benefits of PE, equipping students with the skills and motivation to remain physically active throughout their lives.
4.2 Introduce short PA breaks in between class times
According to the previous section, PA also has short-term or immediate effects on cognitive functions such as working memory, attention span, and executive functioning, all of which are essential for academic success. Existing research has proved that short PA breaks between class hours bring positive effects to these areas. Moreover, short PA breaks serve as a simple yet effective intervention to promote mental well-being by alleviating stress, enhancing mood, and fostering a more dynamic classroom environment.
Therefore, policy-makers are recommended to incorporate movement sessions throughout the school day in between class hours. A very brief session that lasts for a few minutes is already effective.
The success of this approach is demonstrated by Finland’s “School on the Move” project, a nationwide initiative that integrates PA into the daily school routine, where approximately 90% of Finnish schools participate. The project explains the reason to join the project as that exercises have positive effects on learning outcomes, cognitive activity, and factors that enable learning (Liikkuva koulu, 2022). Research on this project has discovered positive connections between PA participation and school-related social factors, with a heed that PA needs to be carefully selected and implemented (Haapala, 2017).
Short PA breaks do not require extensive resources and can be easily incorporated into existing schedules. Activities such as stretching, brief aerobic exercises, or active classroom games can be used to stimulate blood flow. Policy-makers should consider their integration as a low-cost, high-impact intervention to enhance cognitive functions, academic performance and student well-being.
4.3 Increase funding for after-school activities
To enhance academic achievement in adolescents, it is crucial to increase funding for after-school activities, with a particular emphasis on extracurricular sports. Research has consistently shown that participation in extracurricular sports positively impacts academic performance. Adolescents who engage in these activities demonstrate higher levels of cognitive function, improved attention, and better memory retention, all of which contribute to enhanced academic outcomes.
Investing in extracurricular sports provides students with opportunities to develop essential skills that directly translate to academic success. For instance, regular participation in sports fosters discipline, time management, and goal-setting abilities. These skills are invaluable in an academic setting, where students must balance multiple responsibilities and strive for excellence.
Moreover, extracurricular sports create an environment that promotes a sense of belonging and community among students. This supportive atmosphere encourages students to stay engaged in their studies and maintain a positive attitude toward school. Studies have shown that students involved in extracurricular activities have higher grade point averages and better school attendance rates compared to their peers who do not participate.
By increasing funding for after-school sports programs, policymakers and stakeholders can ensure that all students have access to these beneficial activities. This investment will not only improve academic achievement but also contribute to the overall development of students going through adolescence.
5. Conclusion
Despite UNESCO’s global efforts to promote holistic youth development and overall well-being, current international policies on physical activity fail to reflect these priorities. While UNESCO has established guidelines recommending a minimum amount of physical education (PE) in secondary schools, a significant decline in allocated PE hours has been observed worldwide.
To ensure the healthy and well-rounded development of adolescents, physical activity must be recognized as a fundamental component of education. As demonstrated in this report, PA offers substantial benefits, including enhanced neurodevelopment and cognitive function, improvements in overall well-being, positive effects on academic performance, and—particularly relevant in today’s digital era—a crucial role in supporting mental health.
Given the growing concerns regarding adolescent stress, anxiety, and depression, the need for policy interventions to secure adequate PE in secondary education is urgent. More than ever, young people require structured opportunities for physical activity to mitigate these risks while fostering social interaction, self-esteem, and a sense of belonging.
We urge policymakers and educational stakeholders worldwide to take decisive action by increasing PE hours in secondary school curricula. Prioritizing physical education is not merely an option but a necessity for equipping future generations with the cognitive, emotional, and social resources they need to thrive.
6. References
Brooks, A. (2024). Playing a team sport may benefit your child’s developing brain. JAMA Network Open. Retrieved from https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2828121
Centeio, E. E., Somers, C., Moore, E. W. G., Kulik, N., Garn, A., & McCaughtry, N. (2010). Effects of a comprehensive school health program on elementary student academic achievement. Journal of School Health, 91(3), 239–249.
Chen, F. T., Hopman, R. J., Huang, C. J., Chu, C. H., Hillman, C. H., & Hung, T. M. (2020). The effect of exercise training on brain structure and function in older adults: A systematic review based on evidence from randomized control trials. Neural Plasticity, 2020, 1-19. https://pmc.ncbi.nlm.nih.gov/articles/PMC7230405/
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. Medicine and science in sports and exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.0000000000000901
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Ferro, D. A., Deijen, J. B., Koppes, L. L., van Mechelen, W., Twisk, J. W., & Drent, M. L. (2016). The effects of physical activity and fitness in adolescence on cognition in adulthood and the role of insulin-like growth factor I. Journal of Physical Activity & Health, 13(4), 392-402.
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About the author
We are Lucía Liting Jorge Gómez (from Spain), Yamato Kohno (from Japan), Dominga Miranda (from Chile), Christina Schweickert (from Germany), and Susana Ponce (from Peru), all 1st year students at the Master’s Programme in Changing Education. As part of our "Neuroscience in Educational Sciences 2025" course, our group identified this issue as a critical global challenge - one that demands urgent attention from policymakers in our respective countries.
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