Anna Maria Mariani

Background/Objectives: In recent years, there has been increasing interest in the scientific, educational, and health sectors in investigating aspects upon which to design physical-activity interventions to prevent cognitive decline, a phenomenon that affects levels of autonomy and quality of life in older adulthood. Physical activity (PA) has been shown to be an effective strategy that can be used to preserve executive functions (EFs) by improving brain flexibility and efficiency. This systematic review aims to identify the most effective strategies used to maintain EF, prevent decline, and promote independence in the elderly. Methods: A systematic literature review was conducted according to PRISMA guidelines. The search was conducted in the following databases: Google Scholar, PubMed, Scopus, and Web of Science; the search used keywords such as “cognitive decline”; “cognitive flexibility”; “elderly”; “executive functions”; “inhibition”; “physical activity”; and “working memory”. Experimental studies published between 2019 and 2025 examining the effects of PA on EFs in adults over 60 were selected. After considering the inclusion and exclusion criteria, nine studies were included. The methodological quality of the included studies ranged from moderate to high according to the PEDro scale. Results: The analyzed studies show that short-term interventions positively affect one or two components of EFs, while medium- and long-term interventions produce benefits for all components (working memory, inhibition, and cognitive flexibility). Interventions combined with cognitive stimulation show a greater impact than PA alone. Conclusions: PA is an effective strategy for preserving EFs in the elderly, but the lack of standardized protocols makes it difficult to identify optimal interventions. Further research is needed to more precisely define the most effective intervention approaches.

The aim of this research was to determine whether a transitional phase exists between the condition of ‘young adult’ and that of ‘mature adult’, during which the so-called midlife crisis might occur. This phase could have negative consequences for both the emotional-affective aspects of relational behaviour and intellectual efficiency in work-related tasks, including partial losses in cognitive performance in tasks that are central to professional roles. The objective is to support the development of specific lifelong learning programs that take these factors into account. The results do not show significant differences between subgroups in any personality factor or structure related to age. Regarding cognitive functioning, the findings suggest the possibility of increased intelligence even in adulthood, along with the stability of certain personality traits over time and an openness to continuing education and cultural activities.