The Role of Physical Activity in Primary School Students’ Academic Achievement
The Role of Physical Activity in Primary School Students’ Academic Achievement

Summary/Abstract: Regular physical activity is widely recognised as beneficial not only for motor skills but also for cognitive and emotional development (Ardoy 2014). Recent research has examined the effects of pre-learning exercise, its impact on concentration, and chil¬dren’s awareness of these benefits (Daniel et al. 2022; Bartholomew 2011; Kertész 2022). Our study aimed to explore how schoolchildren perceive the role of regular exercise in their academic performance and everyday lives – whether they regard it as leisure, a compulsory task, or a supportive habit for learning. Children’s attitudes and motivation may determine the long-term role of physical activity, while teachers’ integration of exercise into the classroom (e.g., short breaks or activating tasks) may further enhance attention and learning. This paper presents the results of a cross-sec¬tional questionnaire, conducted in December 2024 with 145 students from urban and rural schools (boys n = 88, girls n = 57, grades 5-8). The questionnaire assessed sporting habits, perceptions of PE classes, and subjective evaluations of concentra¬tion before and after PE. Descriptive statistics, paired t-tests, and chi-square tests were applied. Results showed that 79.3% of students “always” and 17.9% “occasion¬ally” enjoy sports. Parents viewed regular exercise as important (54.5%) or partially important (40.7%). Overall, 86.1% of respondents considered PE lessons useful. However, no significant differences were found in concentration before vs. after PE, either overall or by grade. In conclusion, students consistently value PE positively, but short-term improvements in concentration were not supported. Long-term interven¬tions and objective performance measures are recommended to examine potential cognitive benefits.

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