Key Points: 1. Our review presents indeterminate observational evidence supporting the influence of motor competence on aspects of executive functions and academic performance, with clear patterns of domain-specific relationships not manifest. Similarly, the included experimental evidence only offers preliminary support for the alignment between the underlying processes responsible for executive functions (e.g., working memory) and those deemed important for engaging in enriched movement interventions. 2. Many studies were lacking in methodological rigor, and failed to sufficiently report on the moderating and contextual factors that may, or may not, trigger mechanisms acting in the relationship between physical activity, motor competence, and cognitive and social-emotional outcomes. 3. Experimental studies need to prioritize the inclusion of thorough process evaluations, providing researchers the opportunity to consistently identify those characteristics of an intervention that may prompt a causal or moderating influence.
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