Physical Activity and the Development of Self-Regulation in Early Childhood: A Systematic Review and Meta-Analysis

Self-regulation is a foundational developmental skill in early childhood that supports academic readiness, social competence, and long-term health outcomes. Physical activity has been proposed as a modifiable behavior that may contribute to self-regulation development; however, evidence in preschool-aged children remains inconsistent and has primarily focused on cognitive outcomes. This systematic review and meta-analysis aimed to examine the association between physical activity and self-regulation across domains in early childhood using cross-sectional evidence. The review was conducted in accordance with PRISMA guidelines and registered in PROSPERO (CRD420261361512). Searches were conducted in PubMed, ERIC, CINAHL, and Web of Science. Fifteen studies met the inclusion criteria and were included in the qualitative synthesis and meta-analysis. A random-effects meta-analysis revealed a small but statistically significant positive association between physical activity and self-regulation (r = 0.099, 95% CI = 0.064–0.133, p < 0.001), although substantial heterogeneity was observed (I2 = 91.1%). Subgroup analyses showed significant associations for both cognitive and non-cognitive self-regulation outcomes. Sensitivity analyses confirmed the robustness of the findings, and no substantial publication bias was detected. Physical activity may represent a promising modifiable factor that supports self-regulation development in early childhood, although longitudinal and experimental research is needed to clarify causal relationships.