Roig Hierro, EricRíos Sisó, XèniaBuscà Donet, FrancescGuillem, MarcBatalla Flores, Albert2026-01-132026-01-132025-04-272331-186Xhttps://hdl.handle.net/2445/225380Physical activity (PA) positively influences academic performance, yet the specificeffects of PA frequency and intensity remain underexplored. This study examines theassociation between weekly PA frequency and intensity and academic outcomesamong 1,524 adolescents in Catalonia, using data from the latest PISA assessment.Academic performance in mathematics, science, and language, along with perceivedcompetence in related tasks, was analyzed using a cross-sectional design. Chi-squaretests and Spearman’s correlations were conducted. Results indicate that moderate PA(2–5 times per week) is linked to higher academic performance across all subjects,while excessive PA (more than five times weekly) is associated with decreased per-formance, possibly due to reduced academic focus. Gender moderated the relation-ship in the language domain but not in mathematics or science. PA also positivelyinfluenced perceived competence in teamwork and problem-solving, suggestingbroader developmental benefits. These findings emphasize the importance of balanc-ing PA to optimize cognitive and psychosocial outcomes. Integrating structured, mod-erate PA into school curricula may enhance both academic performance and life skills.Tailored interventions that account for gender and fitness levels could further improveoutcomes. Future research should explore longitudinal effects and specific PA charac-teristics to inform educational strategies.12 p.application/pdfengcc-by (c) Roig Hierro, Eric et al., 2025http://creativecommons.org/licenses/by/4.0/ExerciciRendiment acadèmicAdolescentsCatalunyaExerciseAcademic achievementTeenagersCataloniainfo:eu-repo/semantics/article7582482026-01-13info:eu-repo/semantics/openAccess