Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education

Abstract

This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.

The Effects of Cognitively Challenging Physical Activity Games versus Health-Related Fitness Activities on Students’ Executive Functions and Situational Interest in Physical Education: A Group-Randomized Controlled Trial

“…The current study expanded Kolovelonis and Goudas' study [37] by combining all three types of these games in a single session. Moreover, the current study replicated and expanded Kolovelonis and Goudas study [38] by comparing these games with a widely used type of program for promoting students' physical activity within physical education. In particular, the students of the comparison group were involved in a physical education session including activities for enhancing their health-related fitness components (i.e., muscular strength and endurance, cardiovascular endurance and flexibility).…”

“…For example, elementary students who played exergames reported higher situational interest compared to students who participated in a cardiovascular fitness unit [43]. In previous research, high levels of situational interest for the cognitively challenging physical activity games [37] and higher levels of novelty regarding these games compared to teaching track and field or soccer skills [38] were found.…”

“…Some respective evidence from research in physical education has shown that these games increased children's executive functions [37,38]. However, these studies compared these games with physical education sessions including sport skills [38] or with control group students who were not involved in physical education [37]. The current study expanded Kolovelonis and Goudas' study [37] by combining all three types of these games in a single session.…”

“…However, little research has examined the effectiveness of programs including these games. Some respective evidence from research in physical education has shown that these games increased children's executive functions [37,38]. However, these studies compared these games with physical education sessions including sport skills [38] or with control group students who were not involved in physical education [37].…”

“…All types of these games were effective in triggering children's executive functions. Kolovelonis and Goudas [38] reported higher scores in an executive functions test for children who played these games, compared to those who were involved in track and field or soccer skills and to control group students. An intervention including cognitively enriched physical activity games in physical education increased students' executive functions [39].…”