Objective: To conduct a meta-analysis of relevant literature and systematically evaluate the effects of physical activity on the executive function and academic performance of school-age children (6-12 years old) in the past 20 years, and to provide a new perspective for future interventions to promote physical activity of school-age children and school health decisions. Methods: Using systematic reviews and meta-analysis methods, papers regarding the eflect of phyical activity on executive function and academic performance among school-age children physical activities published during the period from January 1, 2000 to December 31, 2019 were retrieved in five databases including PubMed, Web of Science, Medline, Eric and SPORTDiscus. The English retrieval words were “child*” OR “pediatr*” OR “paediatr*” OR “teen*” OR “preadolescen*” OR “preadolescen*” OR “youth” OR (“primary” OR “elementary” AND “school*”) AND “control group” OR “control condition” OR “randomi*” OR “cross-over” AND “motor activity” OR “exercise” OR “physical fitness” OR “physical endurance” AND “executive function” OR “Inhibition (Psychology)” OR “problem solving” OR “cognition” AND “academic*” OR “school*” OR “education*” AND “achievement*” OR “performance*” OR “abilit*” OR “skill*” OR “competence”. Results: A total of 23 relevant literatures were included and evaluated. Longitudinal physical activity had a positive effect on executive function (Hedges’g=0.24, 95%CI=0.09-0.39) and academic performance (Hedges’g=0.26, 95%CI=0.02-0.49). Conclusion The study found that physical activity has a positive effect on the executive function and academic performance of school-age children. Interventions for promoting regular physical activity within a few weeks will achieve the greatest effect.