Effects and retention of different physical exercise programs on children’s cognitive and motor development

Abstract

The aim of this study was to carry out three intervention programs [i.e. balance intervention program (BIP), game based program (GBP) and drama learning program (DLP)] and to assess their effects on school-age children’s cognitive (creativity, attention and impulse control) and motor (balance, aiming and catching) development. These functions were measured in 249 students. With regard to the cognitive functions, students of the GBP significantly improved their creativity and attention (p < .001, Effect size (ES) = 0.6 to 1.0, moderate), and students of the DLP improved their creativity, attention and impulse control (p < .001, ES = 0.4 to 0.9, small to moderate). Regarding the motor skills, both students of the BIP and of the GBP improved balance and catching results (p < .001, ES = 0.2 to 1.6, small to large). The results suggested that PE could be an accurate tool for improving students’ cognitive and motor development, but each physical exercise type could have different effects.