High-intensity functional training (HIFT) in primary physical education: a systematic review

Authors

DOI:

https://doi.org/10.47197/retos.v82.119122

Keywords:

children, crossfit, physical education, primary school, HIFT

Abstract

Introduction: This systematic review examined the available evidence on high-intensity functional training (HIFT), including CrossFit-based interventions, implemented in primary school physical education settings.

Objective: The aim was to synthesize intervention characteristics and explore their effects on physical fitness, physiological load, psychosocial outcomes, and cognitive performance.

Methodology: A systematic search was conducted in PubMed, WOS, Scopus, and Dialnet in October 2025 following PRISMA guidelines. Eligible peer-reviewed studies involving HIFT-based interventions in primary education were included.

Results: Six studies met the inclusion criteria and were included in the qualitative synthesis. The included studies showed substantial heterogeneity in design, duration (single sessions to 12 weeks), and outcome measures.

Discussion: Limited evidence suggests that HIFT-based interventions may be associated with improvements in physical fitness components, particularly muscular strength and cardiorespiratory fitness, and may have positive effects on psychosocial outcomes such as motivation and perceived competence. Evidence regarding cognitive outcomes was inconsistent and remains insufficient. No adverse events were reported; however, the small number of studies and their methodological limitations preclude firm conclusions regarding safety and effectiveness. Due to heterogeneity and limited comparability across studies, meta-analysis was not conducted, and findings should be interpreted with caution.

Conclusion: HIFT-based interventions appear to be a feasible approach for primary school physical education, but the current evidence base is limited and methodologically weak. Further high-quality randomized controlled trials are needed to establish robust conclusions regarding effectiveness and safety.

Author Biographies

  • Igor Conde Cortabitarte, Consejería de Educación de Cantabria

    Doctor en Educación (mención Cum Laude) por las universidades de Cantabria, Vigo, Oviedo, A Coruña y Santiago de Compostela. Máster en Investigación e Innovación en Contextos Educativos y Máster en Dirección, Innovación y Liderazgo de Centros Educativos.

    Maestro especialista de Educación Física con destino definitivo en el CEIP Cabo Mayor (Santander). Funcionario de carrera desde el año 2020.

    Autor del libro “Qué son los exergames y cómo utilizarlos. Un recurso para Educación Física” (INDE).

    Colaborador externo en el Grupo de Investigación en Educación, Actividad Física, Deporte y Salud (EDAFIDES) de la Universidad de Oviedo.

  • David Díaz Tejerina, Universidad de Oviedo

    Español: David Díaz-Tejerina es Personal Docente e Investigador (PDI) en la Universidad de Oviedo. Especialista en Ciencias de la Educación, su trabajo se centra en la Didáctica de la Expresión Corporal y la Educación Física. Sus principales líneas de investigación abordan la innovación en la metodología docente y la promoción de hábitos de vida saludables en contextos educativos.

    English: David Díaz-Tejerina is a Lecturer and Researcher at the University of Oviedo (Spain). Specializing in Education Sciences, their work focuses on the Didactics of Body Expression and Physical Education. Their main research lines address innovation in teaching methodology and the promotion of healthy lifestyle habits within educational contexts.

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Published

30-05-2026

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Section

Theoretical systematic reviews and/or meta-analysis

How to Cite

Conde Cortabitarte, I., & Díaz Tejerina, D. (2026). High-intensity functional training (HIFT) in primary physical education: a systematic review. Retos, 82, 891-901. https://doi.org/10.47197/retos.v82.119122