Karin Boriss combines in this book sports didactics and cognitive psychology with normative and empirical aspects of movement-based learning support. In the context of the discourse on individual support, she addresses the question of how targeted physical education can promote the learning of students in secondary education. The focus is on executive functions, overarching cognitive control processes that are attributed a key role in school and learning performance. The results of her field study particularly indicate a positive effect of movement promotion on inhibitory control, revealing a significant potential of this approach for everyday physical education.