Peer-reviewed article
Physical Activity Before, During, and After the School Day and Its Impact on Positive Psychological Variables: A Systematic Review and Practical Guide.
Ramírez-Espejo P, Solas-Martínez JL, De la Torre-Cruz MJ, Ruiz-Ariza A ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined 29 studies on how physical activity at different times of day affects children's and adolescents' psychological well-being, resilience, vitality, and mental toughness. Physical activity before school improved well-being and energy levels, during-school activities like active breaks improved emotional regulation and cooperation, and after-school activities built resilience and mental toughness. The benefits were strongest when activities were moderate-to-vigorous and involved social cooperation. Schools are identified as key settings where physical education can support children's emotional and behavioral health.
Key points
- Physical activity was positively associated with all four psychological outcomes (well-being, resilience, vitality, mental toughness) across different times of day
- Before-school PA such as active commuting was associated with higher well-being and vitality
- During-school interventions like active breaks and cooperative games improved resilience, emotional self-regulation, and prosocial behavior
- After-school organized and voluntary activities were associated with higher resilience and mental toughness
- Moderate-to-vigorous intensity activities in cooperative formats produced the most consistent benefits
Limitations
This is a systematic review of published studies and cannot establish causation or account for unmeasured confounders. The review does not indicate whether results varied significantly by age, gender, or socioeconomic status of participants, limiting understanding of which children benefit most.
Abstract
Background/Objectives: Positive psychological constructs such as psychological well-being, resilience, subjective vitality, and mental toughness are fundamental to students' emotional adjustment and overall development. Physical activity (PA) is a modifiable factor known to enhance these variables; however, the influence of its timing throughout the day remains underexplored. This systematic review aimed to examine the effects of PA on psychological well-being, resilience, subjective vitality, and mental toughness in children and adolescents, considering the timing of implementation-before, during, or after school hours-and the specific characteristics of the activities performed. Methods: Following the PRISMA guidelines, a comprehensive search was conducted in Scopus, PubMed, ERIC, and Web of Science, identifying 29 studies published between 2014 and 2026, comprising 12 cross-sectional and 17 longitudinal studies. Results: Overall, PA was positively associated with all four psychological variables across different times of the day. PA before school, such as active commuting and active starts, was primarily associated with higher in well-being and vitality. During-school interventions, particularly structured programs such as active breaks and cooperative games, were associated with better resilience, emotional self-regulation, and prosocial behavior. After-school PA, especially organized and voluntary activities, was associated with higher resilience and mental toughness. The effects varied according to the intensity, structure, social context, and student role, with moderate-to-vigorous intensities and cooperative formats producing the most consistent benefits. Conclusions: In conclusion, PA appears to exert a beneficial influence on positive psychological development, with variations depending on the time and mode of practice. Schools, particularly through Physical Education programs, constitute a key context for promoting students' emotional, motivational, and behavioral health.