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This narrative review investigates the link between informal sports participation and academic performance among first-year Sports Science students, focusing on module scores as an indicator of academic achievement. Drawing from existing literature, we examine the evidence supporting positive correlations between engaging in informal sports activities and academic success. We delve into various factors influencing this relationship, including moderators such as gender, socioeconomic status, and motivation, as well as potential mediators like self-efficacy, social support, and time management. Methodological considerations in studying this association are discussed, emphasizing the importance of longitudinal studies, objective measures of sports participation, and controlling for confounding variables. Furthermore, we address challenges and conflicting findings in the literature, highlighting the complexity of understanding the interplay between sports engagement and academic outcomes. Lastly, we explore implications for educational policy and practice, advocating for the integration of physical activity into the curriculum to promote holistic student development and ensure equitable access to sports opportunities for all students. This review provides valuable insights into the relationship between informal sports participation and academic performance, offering directions for future research and initiatives aimed at enhancing student well-being and academic success.
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