| Summary: | Objective: The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents. Methods: The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the <i>χ</i><sup>2</sup> test. Results: A total of 49 articles was included. Acute (moderate intensity lasting 30–50 min) and long-term (interventions of moderate intensity of 30–50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective. Conclusion: Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function.
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