PHYSICAL EXERCISE AND COGNITIVE PROCESSES: CONTRIBUTIONS OF NEUROPSYCHOPEDAGOGY FOR ADOLESCENTS WITH LEARNING CHALLENGES

Abstract

Adolescence represents a critical period for cognitive, emotional, and brain development, with executive functions being key determinants of academic success and behavioral self-regulation. Recent studies have shown that physical exercise is a non-pharmacological intervention capable of promoting neuroplasticity, modulating brain-derived neurotrophic factor (BDNF) levels, and improving attentional, mnemonic, and inhibitory processes in adolescents. However, the integration of these findings into neuropsychopedagogical practice still lacks theoretical systematization and consolidated evidence in the national context. This study aimed to analyze, through a systematic literature review, the contributions of physical exercise to the neurocognitive development of adolescents with learning challenges, articulating neuroscience evidence with neuropsychopedagogical mediation strategies. The databases PubMed, Web of Science, Scopus, PsycINFO, and SciELO were searched using controlled and free descriptors combined by Boolean operators, covering the period from 2020 to 2025. The selection resulted in 42 primary studies and systematic reviews with meta-analysis. The results showed that aerobic exercise interventions of moderate to vigorous intensity, performed for at least 60 minutes per week for 12 weeks, produce significant effects on executive functions (d = 0.21 to 0.58), sustained attention (d = 0.56), working memory (d = 0.54), and cognitive flexibility (d = 0.42) in adolescents, with particularly pronounced effects in individuals with Attention Deficit Hyperactivity Disorder (ADHD) and specific learning disabilities. Neurobiological mechanisms include increased blood perfusion in the frontal gyrus, dopaminergic and serotonergic modulation, increased BDNF expression, and reduction of anxious and depressive symptoms. It is concluded that neuropsychopedagogical mediation, by incorporating physical exercise as a complementary intervention strategy, enhances cerebral functional reorganization and favors school learning, constituting a promising interdisciplinary approach for educational inclusion and quality of life of adolescents with neurodevelopmental challenges.