隨著跨領域研究的發展趨勢，許多認知神經科學研究已證實了運動、身體活動或體適能對孩童與青少年認知功能發展的重要性。然而，腦與認知科學的研究成果與知識於體育課程教學與實務操作的應用仍相當有限。為了促成研究理論與體育教學應用雙邊連結之目標，本文將綜整有關孩童與青少年之腦與認知科學的研究證據，議題聚焦於探討運動、體適能、執行功能、教室學習行為與學業表現之間的複雜關係，並嘗試以腦與認知科學理論為基礎提出體育教學之應用模式，以供未來運動教育學者與體育教育實務者應用之參考。經文獻回顧發現，運動、身體活動或體適能對孩童與青少年的認知功能皆有正向的影響。雖然該效益被證實會延展至教室學習行為，但似乎對學業表現的影響仍需要更多研究才能有明確的結論。此外，雖然目前有許多新興體育教學模式，但這些課程的設計與評量方式尚未考量腦與認知科學的觀點，以致於我們對這些創新課程在學生認知功能發展之潛在效益瞭解有限。對此，本文也嘗試提出融合認知科學原理的教案範例，期盼透過實徵研究的論述與實務引導來促成學術與實務工作者的對話，以創造更多雙邊價值的機會。

An increase in transdisciplinary research has led to a number of cognitive neuroscience studies describing positive relationships between exercise, physical activity, physical fitness, and cognitive development in children and adolescents, providing new insights into the educational value of physical activity and exercise. However, practical applications of these findings from cognitive neuroscience research to physical education remain limited. This article aimed to associate cognitive neuroscience research with teaching practices in physical education. First, a narrative review was conducted to evaluate the complex relationships across exercise, physical fitness, executive function, classroom behavior, and academic performance. Second, we discuss the value of physical education by applying knowledge gained in lab-based cognitive neuroscience research. A review of previous studies revealed that exercise, physical activity, and physical fitness are positively associated with improved cognitive function in children and adolescents. Although such benefits may extend to classroom behavior, the effects of improved physical fitness on academic performance remain unclear. Despite diverse pedagogy, applications of knowledge gained from cognitive neuroscience studies to the teaching of physical education have remained limited. Therefore, whether and how physical education improves cognitive learning and development in students remain unclear. Thus, this review also discusses the possible associations between current pedagogical approaches and cognitive gains. We also speculate on the potential underlying mechanisms responsible for the association between physical fitness and cognitive development based on current hypotheses and models (i.e., the cognitive transfer hypothesis and the adaptive capacity model). Finally, to bridge the gap between lab-based findings and field-based practice, two examples of theory-into-practice teaching plans for physical educators at all levels were developed. In summary, this article may provide a more thorough understanding of the practical benefits of empirical findings and improve their implementation in school settings.