Physical Activity and Cognitive Development: The Mediating Role of Body Awareness in Academic Achievement

Abstract

The relationship between physical activity, body awareness, and academic success has become an emerging focus of educational and cognitive research. Building on the theoretical framework of embodied cognition, this study examined whether structured physical activity enhances students’ body awareness and academic performance. A quasi-experimental design with pre- and post-intervention assessments was implemented with 260 university students enrolled in Sport Sciences. Participants were divided into an experimental group (n = 130), which completed a 12-week physical activity program (two 60-minute sessions per week), and a control group (n = 130), which continued regular academic activities. Outcomes were measured using the Body Awareness Questionnaire (BAQ) and official academic grades. Statistical analyses included Confirmatory Factor Analysis (CFA), ANCOVA, t-tests, and Pearson’s correlations. The intervention produced significant improvements in both body awareness and academic performance. ANCOVA results indicated medium-to-large effects (BAQ: partial η² = 0.16; grades: partial η² = 0.13), and independent t-tests confirmed significant group differences (p < .001). A positive correlation (r = .44, p < .001) was found between BAQ scores and academic grades, suggesting that higher body awareness is associated with better academic achievement. The findings demonstrate that structured physical activity enhances students’ bodily self-awareness, which in turn supports cognitive focus, self-regulation, and academic success. These results highlight the importance of embodied education as a pedagogical approach that integrates physical and cognitive dimensions of learning. Incorporating mindful movement practices into university curricula may thus represent an effective strategy to promote both academic excellence and holistic student well-being.