Dose-Response Effects of a Multimodal Physical Activity Intervention on Selective Attention in Schoolchildren from Bogotá

<b>Background/Objectives</b>: The dose-response relationship between physical activity (PA) and cognitive indicators such as selective attention remains a subject of debate among professionals in education and neuroscience. The aim of this study was to determine the effects of an 8-week multimodal intervention program on selective attention in schoolchildren from Bogotá, Colombia, by comparing different intensities and practice contexts. <b>Methods</b>: A quasi-experimental study was conducted with 267 students aged 8-14 years, divided into four groups: control group (CG <i>n</i> = 69), light physical activity/active breaks (LPA; <i>n</i> = 64), moderate physical activity (MPA; <i>n</i> = 66) and moderate-to-vigorous physical activity (MVPA; <i>n</i> = 68). The intervention was delivered as follows: the control group followed usual school routines; LPA through classroom active breaks (10 min, 3×/day, 3 days/week); MPA during school recess (30 min, 2×/week), and MVPA during physical education classes (90 min, 1×/week). Selective attention was assessed using the d2-R test. Linear Mixed Models (LMMs) were applied to analyze the Group × Time interaction while accounting for the hierarchical structure of the data (students nested within eight schools). <b>Conclusions</b>: Moderate-to-vigorous physical activity (Δ = +17.49) and light-intensity active breaks (Δ = +15.47) were effective in strengthening selective attention. These findings suggest that school-based physical activity should extend beyond physical education classes and incorporate movement-based activities within the classroom.