Complex Motor Schemes and Executive Functions: A School-Based Dual-Challenge Intervention to Enhance Cognitive...

Area of Science:

• Cognitive neuroscience
• Educational psychology
• Exercise physiology

Background:

• Complex motor tasks integrating cognitive demands may enhance executive functions crucial for academic success.
• Few school-based trials have explored structured interventions combining motor complexity and cognitive challenge in early adolescence.

Purpose of the Study:

• To examine the effects of a gamified Dual-Challenge Circuit (DCC) program on executive functions, academic performance, motor skills, and physical fitness in middle school students.
• To explore potential mediation of academic gains by executive functions and investigate a dose-response relationship.

Main Methods:

• A 12-week cluster-randomized controlled trial involving sixth- and seventh-grade students in Southern Italy.
• Participants were assigned to either the DCC program or traditional physical education, with two 60-minute sessions weekly.
• Outcomes included executive functions (Stroop, Digit Span backward, Trail Making Test-B), academic achievement, motor coordination, and physical fitness.

Main Results:

• The DCC group demonstrated significantly greater improvements in executive functions and academic grades (mathematics and language) with medium-to-large effect sizes.
• Mediation analyses indicated that executive function improvements predicted academic gains.
• Significant improvements were also observed in motor coordination and physical fitness, particularly in aerobic capacity and strength.

Conclusions:

• The Dual-Challenge Circuit (DCC) program is an effective intervention for enhancing executive functions, academic outcomes, and physical fitness in middle school students.
• Gamified, cognitively demanding physical education formats are feasible and beneficial in real-world school settings.