TY - JOUR
T1 - The impact of structured motor learning intervention on preschool children’s executive functions
AU - Hao, Yanli
AU - Kong, Lingsong
AU - Wang, Xiaozan
AU - Yu, Xin
N1 - Publisher Copyright:
© The Author(s) 2025.
PY - 2025/12
Y1 - 2025/12
N2 - Executive functions are critical for the cognitive and behavioral development of preschool children and are essential for their overall development. However, existing research has predominantly focused on school-aged children, with limited experimental evidence exploring how structured motor learning activities influence executive functions in preschool children. This study aimed to compare the effects of structured motor learning activities and outdoor free play on the executive functions of preschool children specifically working memory, cognitive flexibility, and inhibitory control. A randomized controlled trial was conducted with 80 preschool children aged 4–6, who were randomly assigned to an intervention group (n = 36) or a control group (n = 44). The intervention group participated in 30-minute structured motor learning sessions twice a week, over 12 weeks, while the control group engaged in same duration regular outdoor free play. Pre- and post-intervention executive functions were assessed using the EF-TOUCH. Multiple linear regression models were used to evaluate the effect of the intervention on executive functions. The intervention group demonstrated significant improvements (B = 0.20, 95% CI: 0.14–0.26) in working memory compared to the control group after controlling for pre-test score, age and gender. However, no significant effects were observed for inhibitory control (B=-0.07, 95% CI:-0.16-0.03) and cognitive flexibility (B=-0.03, 95% CI:-0.08-0.02). Structured motor learning intervention positively impacts preschool children’s working memory but its effects on inhibitory control and cognitive flexibility remain limited. Integrating structured motor learning with outdoor free play in preschool curricula may support the development of executive functions. Future studies should examine the impact of varying frequency, duration, and intensity of structured motor learning activities to develop more effective interventions for enhancing cognitive development in preschool children.
AB - Executive functions are critical for the cognitive and behavioral development of preschool children and are essential for their overall development. However, existing research has predominantly focused on school-aged children, with limited experimental evidence exploring how structured motor learning activities influence executive functions in preschool children. This study aimed to compare the effects of structured motor learning activities and outdoor free play on the executive functions of preschool children specifically working memory, cognitive flexibility, and inhibitory control. A randomized controlled trial was conducted with 80 preschool children aged 4–6, who were randomly assigned to an intervention group (n = 36) or a control group (n = 44). The intervention group participated in 30-minute structured motor learning sessions twice a week, over 12 weeks, while the control group engaged in same duration regular outdoor free play. Pre- and post-intervention executive functions were assessed using the EF-TOUCH. Multiple linear regression models were used to evaluate the effect of the intervention on executive functions. The intervention group demonstrated significant improvements (B = 0.20, 95% CI: 0.14–0.26) in working memory compared to the control group after controlling for pre-test score, age and gender. However, no significant effects were observed for inhibitory control (B=-0.07, 95% CI:-0.16-0.03) and cognitive flexibility (B=-0.03, 95% CI:-0.08-0.02). Structured motor learning intervention positively impacts preschool children’s working memory but its effects on inhibitory control and cognitive flexibility remain limited. Integrating structured motor learning with outdoor free play in preschool curricula may support the development of executive functions. Future studies should examine the impact of varying frequency, duration, and intensity of structured motor learning activities to develop more effective interventions for enhancing cognitive development in preschool children.
KW - Cognitive flexibility
KW - Executive functions
KW - Inhibitory control
KW - Structured motor learning intervention
KW - Working memory
UR - https://www.scopus.com/pages/publications/105006412025
U2 - 10.1038/s41598-025-01385-5
DO - 10.1038/s41598-025-01385-5
M3 - 文章
C2 - 40414940
AN - SCOPUS:105006412025
SN - 2045-2322
VL - 15
JO - Scientific Reports
JF - Scientific Reports
IS - 1
M1 - 18167
ER -