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, Athanasios; Goudas, Marios · 2023 · Crossref

DOI: 10.3390/ejihpe13050060

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Summary

This study investigated whether cognitively challenging physical activity games are more effective than traditional health-related fitness activities in enhancing students’ executive functions and situational interest in physical education. The research was motivated by emerging evidence suggesting that complex motor tasks with high cognitive demands may facilitate cognitive development more effectively than simple fitness routines, which primarily focus on energy expenditure. While previous research indicated that cognitively enriched activities could improve executive functions, results regarding acute bouts of physical activity remained inconsistent. This group-randomized controlled trial aimed to determine if the qualitative aspect of physical activity—specifically cognitive engagement—plays a critical role in promoting executive functions and motivating students. The study involved 102 fourth- and fifth-grade students from three primary schools, randomly assigned to three intact classes. Group 1 participated in a 45-minute session of cognitively challenging physical activity games designed to promote contextual interference, mental control, and discovery (e.g., modified tag and traffic light games). Group 2 engaged in a 45-minute session of health-related fitness activities, including muscular endurance exercises, walking/running intervals, and flexibility drills. Group 3 served as a control group that did not participate in physical education during the experimental period. Executive functions were measured pre- and post-intervention using the Design Fluency Test, which assesses design fluency, inhibition, and cognitive flexibility. Situational interest was measured post-intervention using a validated scale covering dimensions such as novelty, instant enjoyment, and challenge. The results demonstrated that students in Group 1, who played cognitively challenging games, showed significantly greater improvements in executive function scores compared to students in Group 2, who performed health-related fitness activities. Both active groups outperformed the control group, indicating that physical activity generally benefits executive functions. However, the cognitively demanding games yielded superior cognitive outcomes. Additionally, Group 1 students reported higher levels of instant enjoyment and total situational interest than Group 2 students. These findings suggest that the specific type of physical activity matters; tasks requiring problem-solving and mental effort are more effective for cognitive enhancement than standard fitness routines. The significance of this study lies in its support for shifting physical education practices from "simply moving" to "moving with thought." The findings imply that integrating cognitively challenging games into physical education curricula can simultaneously enhance students’ executive functions and increase their motivation and enjoyment. This approach offers a dual benefit, promoting both cognitive development and positive engagement in physical activity, which may encourage sustained participation in health-promoting behaviors. The study provides empirical evidence for educators to prioritize activities that combine physical exertion with cognitive demands to maximize developmental outcomes.

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• executive function