Physical Education for All: Enhancing Cognitive Outcomes in Filipino Students with Disabilities Through Motor Control – A Systematic Review

Abstract ―​

Despite growing recognition of the link between motor skills and cognition, limited evidence has been synthesized on how motor control–based physical education (PE) interventions influence cognitive outcomes among Filipino students with disabilities. This systematic review addressed that gap by examining studies from both international and Philippine educational contexts. Thirteen studies were included—ten peer-reviewed articles and three organizational or grey literature reports. Interventions such as rhythmic activities, coordination games, motor skill training, and inclusive PE programs were associated with improvements in executive function, attention, memory, and classroom engagement across diverse disability groups, including intellectual disability, autism spectrum disorder, and developmental delays. While most studies involved small samples and varied methodologies, the evidence consistently supports the effectiveness of motor-based PE in promoting cognitive development and active participation. These findings underscore the importance of integrating inclusive PE into national education frameworks, supported by adaptive resources and teacher training, and call for further large-scale, longitudinal research to assess long-term outcomes.