Effects of two different physical education instructional models on creativity, attention and impulse control among primary school students

Abstract

The aim of this study was to investigate the effects of two different physical education intervention programmes on cognitive functions (i.e. creativity, attention and impulse control) in primary education students. These dimensions were measured in 168 children (8–12 years) before and after two 8-week intervention programmes with different instructional models [i.e. direct instructional model (DIM) and tactical games model (TGM)]. The results show an improvement in creativity (p < .01, ES = 0.6, moderate) and attention (p < .01, ES = 1.0, moderate) in all students after the TGM programme. Older students (grade 6) also improved impulse control after TGM (p < .01, ES = 1.5, large). No significant differences were observed after the DIM in any of the analysed cognitive functions (p > .05). These results lead us to think that TGM could be an effective tool for improving children’s cognitive functions.