Executive functions (EFs) are a set of cognitive processes that support goal-directed behaviours. They are associated with multiple life outcomes, including education, health, social functioning and emotional well-being (Fuhs et al. 2014; Moffitt et al., 2012; Stawski et al., 2010). Given the significance of EFs for our overall well-being, it is critical to examine the factors that may contribute to their healthy development. Physical activity, particularly those in the moderate- to high- intensity categories have been found to be beneficial to cognitive and brain functioning. The salutary effects of physical activity have also been reported on EFs across several studies. However, the qualitative characteristics of physical activity that are pivotal for bringing about the positive outcomes on EFs are not clear (Pesce et al. 2012). For instance, in a recent review, it was suggested that physical activity in the context of sports might carry more benefits than physical activity that is ‘plain’, or one that is repetitive and with minimal cognitive demands (Diamond & Ling, 2020). Although there is some suggestive evidence to support this hypothesis (Alesi et al., 2016; Ishihara et al., 2017), direct comparisons of sports-based physical activity with other less cognitively-engaging activities have not been made in studies examining EF. Insights into this association are particularly lacking in the adolescent age group, a period where significant growth in EF abilities is observed (Crone, 2009). Moreover, while there is some indication that those who have weaker EF abilities benefit more from EF intervention programmes, it is not known if this is the case with physical activity participation. This insight will allow for more targeted and tailored intervention approaches. The goal of this study is to examine the effects of cognitively-engaging physical activities on EFs and the associated brain activity in adolescents, and if such activities are more beneficial in adolescents with weaker EF abilities. A greater understanding on this topic would not only allow for better planning of physical activity curriculum in schools, but also provide insights on interventions that can be effectively targeted to improve EFs in students, especially those with weak EFs.