Cognitive processes and corresponding tests drawn from the included studies
Cognitive process | Test | Study | Summary outcome |
Reaction time | Dots task | Kubesch et al39 | ↔ |
Attention | d2 | Ma et al36 | ↑ |
|
| van den Berg et al38 | ↔ |
| d2-R | Schmidt et al37 | ↔ |
Inhibition | Flanker | Kubesch et al39 | ↔ |
| Dots task | Kubesch et al39 | ↔ |
Working memory | Digit-span backwards | Hill et al40 | ↔ |
| Digit recall | Howie et al34 | ↔ |
| Dots task | Kubesch et al39 | ↔ |
| Size ordering | Hill et al40 | ↔ |
Executive function | Trail-making task | Howie et al34 | ↔ |
Speed and memory | Digit–symbol encoding | Hill et al40 | ↔ |
| Letter–digit substitution | van den Berg et al38 | ↔ |
Immediate word recall | Listening span | Hill et al40 | ↑ |
Information processing speed | Paced serial addition | Hill et al40 | ↔ |
Immediate visual recognition | Word recognition | Humphrey29 | ↑ |
| Valle et al32 | ↔ | |
Immediate fact recall | Knowledge quiz | Norris et al27 | ↔ |
Delayed recognition | Word recognition | Lucht and Heidig24 (B) | ↓ |
Delayed cued recall | Word recall and spelling | Lucht and Heidig24 (A) | ↔ |
| Lucht and Heidig24 (B) | ↑ |
↑, statistically significant improvement in physically active learning (PAL)/ classroom movement break (CMB) compared with control; ↔, no statistically significant difference between PAL/CMB and control; ↓, statistically significant improvement in control compared with PAL/CMB.
CMB, classroom movement break; PAL, .