This systematic review examines the relationship between physical activity (PA), fitness, cognitive function, and academic achievement in children aged 5-13. The review aims to answer two primary questions: (1) whether PA and physical fitness influence cognition, learning, brain structure, and brain function; and (2) whether PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention. The study included 64 cross-sectional and longitudinal studies, as well as 73 studies focusing on academic achievement and concentration/attention. The results suggest that PA and physical fitness are positively associated with cognitive functioning, with limited evidence on learning. PA has been linked to brain areas supporting complex cognitive processes. While cross-sectional and longitudinal studies show positive effects on academic achievement, controlled experiments evaluating PA's impact on academic performance are mixed. The review concludes that PA has a positive influence on cognition and brain structure but calls for more research to determine long-term impacts and strategies for incorporating PA in schools. The evidence category rating for PA's influence on cognition is B, and for academic achievement, it is C due to methodological limitations.This systematic review examines the relationship between physical activity (PA), fitness, cognitive function, and academic achievement in children aged 5-13. The review aims to answer two primary questions: (1) whether PA and physical fitness influence cognition, learning, brain structure, and brain function; and (2) whether PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention. The study included 64 cross-sectional and longitudinal studies, as well as 73 studies focusing on academic achievement and concentration/attention. The results suggest that PA and physical fitness are positively associated with cognitive functioning, with limited evidence on learning. PA has been linked to brain areas supporting complex cognitive processes. While cross-sectional and longitudinal studies show positive effects on academic achievement, controlled experiments evaluating PA's impact on academic performance are mixed. The review concludes that PA has a positive influence on cognition and brain structure but calls for more research to determine long-term impacts and strategies for incorporating PA in schools. The evidence category rating for PA's influence on cognition is B, and for academic achievement, it is C due to methodological limitations.