Homework vs Movement

Introduction

Students divide limited out-of-class time between homework – tasks intended to reinforce learning – and movement, including physical activity that supports health and cognition. Emerging evidence from educational psychology and exercise science suggests movement has measurable benefits for attention, executive function and behaviour, prompting a reappraisal of how time outside instruction is structured.

1. Background: homework and academic achievement

Homework typically extends classroom learning. Meta-analytic reviews report small overall effects on academic achievement, with stronger effects for older students who have developed self-regulation and independent study skills. Experimental studies show larger effects for specific tasks (for example, arithmetic practice) but results vary by design, subject and developmental stage.

Poorly designed or excessive homework can increase cognitive load and fatigue, reducing motivation and undermining learning effectiveness.

2. Movement: physical activity and academic outcomes

Reviews and meta-analyses indicate that sustained, moderate-intensity physical activity produces small-to-medium positive effects on academic achievement, particularly in mathematics and composite performance. Classroom movement breaks and active lessons consistently improve on-task behaviour and reduce off-task behaviour, supporting readiness to learn.

Importantly, movement interventions do not appear to detract from academic outcomes and often support them when integrated meaningfully into schedules and pedagogy.

3. Comparative impacts: time use, cognitive function and well-being

3.1 Cognitive function and attention

Physical activity enhances executive functions – working memory, inhibition and cognitive flexibility – that underpin complex learning. Homework strengthens domain-specific practice, but its effectiveness depends on task quality, feedback and student motivation.

3.2 Behavioural engagement

Movement interventions often produce immediate improvements in on-task behaviour and classroom engagement. Homework can support routines and consolidation but may increase stress or overload when excessive or poorly scaffolded.

3.3 Well-being and stress

Regular exercise correlates with reduced academic stress and better sleep, mediating improvements in wellbeing and learning. Heavy homework loads without adequate rest are commonly linked to higher stress, particularly for younger learners or those with limited out-of-school resources.

4. Practical implications for schools and educators

4.1 Rethinking time allocation

Balance matters. Assign homework that is intentional, limited and developmentally appropriate, and integrate physical activity into both the school day and homework tasks (for example, health-related activities that encourage movement at home).

4.2 Movement as a cognitive primer

Use structured movement as a primer for learning-short, purposeful activity can prepare students’ attention and executive function for subsequent academic tasks.

4.3 Equity and well-being

Movement provides multiple entry points for success and can reduce disparities. Excessive homework without support risks widening gaps for students lacking study resources; schools should consider equity when setting out-of-class expectations.

5. Conclusion

Both homework and movement contribute to academic success through different mechanisms: homework consolidates domain knowledge while movement enhances cognitive function, behaviour and wellbeing. Educational systems should adopt balanced strategies that combine high-quality, developmentally appropriate homework with integrated movement to optimise learning and healthy development.