Physical exercise and motor learning: A scoping review

Physical exercise can enhance motor learning by inducing neurophysiological changes that facilitate this process. This preregistered scoping review aimed to map current knowledge on the effects of physical exercise on motor learning. Experimental studies and review articles examining any form of physical exercise in healthy or clinical populations were included, with outcomes assessing motor skill acquisition and/or retention. A systematic search across eight databases (e.g., MEDLINE, EMBASE, PsychINFO) identified 66 sources, including 62 experimental studies and 4 reviews. Two researchers independently reviewed articles and extracted data using a pretested data extraction table; disagreements at the study selection or data extraction stages were resolved through discussion with a third researcher. Most studies involved healthy populations (83%), with clinical populations underrepresented (17%). Aerobic exercise was most commonly investigated, particularly lower-limb cycling (73%), while resistance exercise was rarely examined (0.6%). Exercise intensity was predominantly high, although 6% of studies reported intensity not reflecting the prescribed method. Motor learning outcomes varied: 55% assessed both skill acquisition and retention, while 45% relied on retention tests alone at short-term or delayed time points, or both. Infrequent use of long-term retention tests limits understanding of lasting effects. Overall, this review highlights gaps in the literature, including the underrepresentation of clinical populations, inconsistent reporting of exercise intensity, scarce research on resistance exercise, and limited assessment of long-term retention, which may affect interpretation of exercise’s impact on motor learning.