Public research record
Physical Activity, Sleep, and Cognition in Preschool-Aged Children: A Scoping Review.
Brain sciences · 2026
- DOI 10.3390/brainsci16050436
- PMID 42192748
- PMCID PMC13204363
Study snapshot
What this research can tell you
- What is this?
- An indexed scholarly work. The study design is not available in this public record.
- Who did it?
- Ramos Marichal AI, Brady SP, Ho HH, et al.
- What did they study?
- Population details are not available in this public record.
- How should I read it?
- FamilyPhD does not assign a strength rating without enough structured study detail.
What was found
The structured finding summary is not available. The study abstract is shown below.
Limitations
Structured limitations are not available in this public record. Absence here does not mean the study has no limitations.
Where FamilyPhD has used it
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From the publication record
Study abstract
The abstract is publication text, not a FamilyPhD recommendation.
Methods
Electronic databases were searched for peer-reviewed studies published within the past 10 years. Eligible studies included typically developing children aged 3-5 years and examined overlaps between at least two domains: physical activity, sleep, and cognition. Cross-sectional and longitudinal observational studies were included; intervention and review studies, and those conducted during the COVID-19 pandemic, were excluded.
Results
Thirty-eight studies met the inclusion criteria. Evidence examining physical activity and sleep was limited and inconsistent. Sleep quality indicators (e.g., sleep efficiency and bedtime regularity) were more often reported to be associated with executive function and broader cognitive outcomes than total sleep duration, which showed variable relationships. Findings linking physical activity and cognition were heterogeneous; however, moderate-intensity and cognitively engaging activities were more often reported in association with executive function than total activity or intensity alone.
Conclusions
Findings suggest that sleep quality and characteristics of physical activity may be relevant for preschool cognitive outcomes. Greater integration of these domains is needed, and future research should examine physical activity, sleep, and cognition within a single integrated framework to clarify potential interactive pathways linking these behaviors within this evidence base and to inform physical activity recommendations for early childhood development.
