The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations

Abstract

This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children’s executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children’s executive functions and supported the new shift of designing physical activity programs for developing combinedly children’s physical and cognitive development.

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

“…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]. These findings suggest that these games are a promising means for involving students in cognitively demanding physical activities within physical education.…”

Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights

“…Yoga 52 , 72 and taekwondo 50 , 60 programs can improve students’ and athletes’ emotional regulation and attention. Cognitive challenge games 11 , 35 can enhance participants’ executive functions, cognitive abilities, and self-regulation skills. These findings align with those from quantitative research and also address the deficiency of emotional aspects of metacognition in quantitative studies.…”

“…Currently, a large number of studies demonstrate that in the field of PE and PA, direct or indirect interventions related to metacognition, such as physical education teaching models, 12 , 87 teaching methods and teaching styles 27 , 88 had certain effects on students’ metacognitive skills. Other methods include pressure training, cognitive-behavioral training, reflective practice, 11 , 30 , 35 social feedback and process goals, 29 , 36 as well as other single or comprehensive training methods that incorporate metacognitive features. 66 , 67 , 89 Especially in the case of certain cognition-related games and training courses, the effectiveness of methods is more pronounced.…”

Developing integrative practice on basic soccer skills to stimulate cognitive promotion for children and adolescents

“…Further discussions offer examples of integrating cognitive elements into basic drills. Following the examples that highlight the idea of integrative training, PE teachers can design mentally challenging soccer drills to stimulate motor and cognitive development (Kolovelonis et al, 2022).…”