###### Abstract  
(1) Background: The objective of the present study was to analyze the association of physical fitness, specifically lower limb strength, abdominal strength, vertical jump, and grip strength, with cognitive performance, specifically focusing on selective attention and memory in children aged 7 to 12 years. (2) Methods: Two hundred twenty-seven students participated in this study. Pearson correlation was used to analyze potential relationships between the independent variables and dependent variables. (3) Results: In relation to physical fitness, a higher number of abdominal repetitions performed in 30 s showed a significant and positive association with a higher number of correct responses assessed by the Stroop Test. Furthermore, a functional level, higher grip strength correlated with a greater number of correct responses and a higher average correct response time in the Stroop Test. Additionally, grip strength showed a significant and positive correlation with the number of words recalled assessed by the word recall test. Our key findings showed a significant association of grip strength with the categories of cognitive status, selective attention, and memory. (4) Conclusions: This study reveals that physical fitness levels, especially grip strength and abdominal strength, correlate with selective attention capacity in primary school students. academic performance; cognitive status; memory; physical fitness; selective attention; Stroop Test; students; Word List Recall Test +
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to process and retain relevant information in increasingly complex and stimulating environments [4]. Within the spectrum of cognitive skills, selective attention has been the subject of considerable interest during adolescence [5]. This phenomenon manifests itself as the cognitive tool that facilitates the interpretation and selection of relevant information, considering the stimulus received. Therefore, this function in the context of educational activities regulates all the processes and mechanisms through which the organism manages teaching and learning actions, responding only to those demands of the environment that are useful or significant for children [6]. This fundamental cognitive ability is implicated in a wide range of activities, influencing the likelihood of success in academic, athletic, or social behaviors, thus acquiring potential value for the development of educational strategies and interventions that promote more effective learning [7; 8]. Furthermore, memory not only facilitates learning and the retention of academic information, but also influences how the student relates new information to previously memorized information, playing a crucial role in cognitive and academic development [9]. It is for this reason that short-term memory in adolescents has highly practical and important implications for improving the well-being and academic success of this population [10]. Interestingly, the relationship between physical fitness and these cognitive abilities, selective attention, and memory suggests that adolescents with higher fitness levels also demonstrate better performance on tests assessing cognitive status [11]. Researchers such as [PERSON] et al. [12] have demonstrated that physical fitness is a key component in understanding the connections between physical fitness and cognitive performance. To date, research on the relationships between children's and adolescents' physical fitness or sports habits and various aspects of cognitive functioning has primarily focused on assessing aerobic endurance [13]. Consistent with this focus, physical fitness, especially cardiorespiratory fitness, which is recognized as a crucial indicator of health in children and adolescents [14], has also been positively linked to cognitive functions, including academic achievements [15; 16].