INTRODUCTION

The time allocated to physical education in the majority of western schools has declined
over the last decade, with a consequent increase in time allocation for other academic
subjects (Hillman et al., 2008). Budget restraints and pressure to meet academic targets
have caused schools to cut back on physical education, with the aim of improving
academic performance. There was even a perception amongst key decision makers that
time spent on non- academic pursuits might impact negatively on academic achievement
(Lidner, 2002). However, advocates of school-based physical activity have suggested that
physical education, physical activity and sport may contribute to the enhancement of
academic performance either directly or through the achievement of wider social
outcomes which, in turn, may impact on academic achievement. One area of recent
current interest has been whether or not participation in sport and other forms of physical
activity can enhance cognitive function, including memory and concentration. Large, all
encompassing reviews examining this relationship between physical activity and learning
behaviour have suggested that school children may indeed derive cognitive benefits from
participation in physical activity including sport (Sibley and Etnier, 2003; Tomporowski,
2003b). Associated with these cognitive benefits it has been suggested that physical
education, physical activity and sport may enhance classroom behaviour contributing to
the enhanced academic achievement of pupils (Mahar et al., 2006). Furthermore, it has
been suggested that physical education, physical activity and sport have the potential to
impact on school attendance (Long et al., 2002 which in turn could impact on academic
achievement. For example, there is a strong relationship between attendance and exam
performance, even after prior attainment is taken into account and significant relationships
have been identified between attendance and skill acquisition, knowledge and time
allocated to physical education in the majority of western schools has declined over the
last decade, with a consequent increase in time allocation for other academic subjects
(Hillman et al., 2008). Budget restraints and pressure to meet academic targets have
caused schools to cut back on physical education, with the aim of improving academic
performance. There was even a perception amongst key decision makers that time spent
on non- academic pursuits might impact negatively on academic achievement (Lidner,
2002). However, advocates of school-based physical activity have suggested that physical
education, physical activity and sport may contribute to the enhancement of academic
performance either directly or through the achievement of wider social outcomes which, in
turn, may impact on academic achievement. One area of recent current interest has been
whether or not participation in sport and other forms of physical activity can enhance
cognitive function, including memory and concentration. Large, all encompassing reviews
examining this relationship between physical activity and learning behaviour have
suggested that school children may indeed derive cognitive benefits from participation in
physical activity including sport (Sibley and Etnier, 2003; Tomporowski, 2003b). Associated
with these cognitive benefits it has been suggested that physical education, physical
activity and sport may enhance classroom behaviour contributing to the enhanced
academic achievement of pupils (Mahar et al., 2006). Furthermore, it has been suggested
that physical education, physical activity and sport have the potential to impact on school
attendance (Long et al., 2002 which in turn could impact on academic achievement. For
example, there is a strong relationship between attendance and exam performance, even
after prior attainment is taken into account and significant relationships have been
identified between attendance and skill acquisition, knowledge andunderstanding,
behaviour, personal development, relationships, parents’ views on the school and also
pupils’ attitudes to school (Schagen, 1996). Finally it has been argued that the potential
psychological and social benefits of physical education, physical activity and sport may
indirectly enhance academic performance by enhancing mental health, improving feelings
of feelings connectedness with school and by enhancing positive social behaviours
(Trudeau and Shephard, 2008, 2010). The purpose of the this review is to examine the
impact of physical education and sport on academic achievement and on those wider
social outcomes which might impact on academic achievement and other aspects of
school performance. For young people sport forms a major component of physical activity
and therefore those studies which have examined physical activity in the broadest sense
are included in the review. The review includes academic peer-reviewed journal articles
and other sources of information such as published reports.

Scope of the Study:

Scope of this study lies in understanding the impact that exercise has on mental health and
welfare when it concerns people from different sections of the population. It studies how
all these varied forms of physical activity including aerobic exercise, strength training, yoga,
and recreational sports impact the mental health and performance around stress
reduction, mood elevation, anxiety release, and overall welfare. This will involve the direct
engagement of target populations who are cut across various age groups, ethnic
backgrounds, socio-economic statuses, gender identities, and individuals with various
levels of physical ability and include individuals with mental health disorders or chronic
conditions.
Key areas of focus:

Different types of physical activity (e.g., moderate to intense exercise, yoga, mindfulness-
based activities)

Mental health outcomes (e.g., depression, anxiety, cognitive functioning, emotional

regulation)

The effects of physical activity on well-being overall (e.g., quality of life, self-esteem, sleep,
social engagement)

Population variability (age groups, ethnicity, gender, socio-economic status, and disability)

Psychological effects (endorphin response, neuroplasticity, social contact etc.)

Limitations of the Investigation:

While the study has a broad reach to cover various populations, it will purposefully leave
out and limit some factors to ensure that the study remains feasible and focused.
Delimitations for the investigation are as follows

1. Geographical Limitation: Because of logistic constraints, time, and resources, the

study may have a geographical restriction to certain geographical regions or
countries, which may limit the range of potential participants.

2. Type of Physical Activity: Due to logistical limitations, time, and resources, the study
may not cover all types of physical activity, for example, walking and running or yoga
 and team sports, although these have large literature evidence. The authors might
focus only on niche or less common types of activities.

3. Age Range: Despite diverse populations included in this study, the focus of this
study may rely on some age groups, for example, adolescents, adults, or the older
population with less emphasis on younger children or elderly populations,
depending upon available research and data.

4. Specific Mental Health Disorders: The research study may not cover all possible
mental health conditions, but it may focus on the most commonly researched
disorders, such as depression and anxiety, or specific domains within mental
health, like stress management or mood enhancement.

5. Physical Health Conditions: It may constrain the analysis to include those with
minor or moderate physical health conditions only and exclude those with serious
physical disabilities or other chronic conditions unless the benefits of physical
activity for these groups are specifically brought into the forefront.

6. Time Frame: The study may focus on short-term and medium-term effects of
physical activity (e.g., 6 months to 1 year), without exploring the long-term (multi-
year) effects on mental health and well-being.

7. Methodological Approach: The study may rely on quantitative methods (surveys,

statistical analyses) and secondary data from existing research, limiting the
inclusion of qualitative insights unless specifically noted.