Effects of a Cognitively Enriched Playful Physical Activity Program on Executive Functions and School Readiness in Preschool Children

Executive functions (EFs) are foundational for early learning and school readiness. Interventions that couple motor engagement with explicit cognitive demands may offer an efficient approach to support EFs during preschool years. This exploratory randomized controlled trial examined the preliminary effects of an 8-week Playful Physical Activities (PPA) program on EF and school readiness. Preschool children were randomized to (i) PPA, a structured program integrating executive challenges (response inhibition, working memory, and planning) into movement games, or (ii) an active control receiving the regular physical education curriculum (3 sessions/week, 60 min/session, 8 weeks). Outcomes were assessed before and after the intervention and included Go/No-Go error rate, BVMT-R immediate and delayed recall, RCFT copy score, and school readiness domains (mathematical, linguistic, and social competence). Group × Time effects were tested using mixed ANOVA and summarized with partial eta squared (η²p). Between-group post-test differences were quantified using Hedges’ g. PPA was associated with greater pre-to-post improvements relative to control in attentional control/inhibition (Go/No-Go errors: η²p = 0.134; g = −1.78) and visuospatial organization/planning (RCFT copy: η²p = 0.307; g = 1.36). Visuospatial memory outcomes showed very large interaction effects (BVMT-R immediate η²p = 0.937, g = 5.14; delayed η²p = 0.854, g = 4.10), but these values are exploratory and should not be emphasized as the primary evidence for cognitive improvement because the BVMT-R was used as a non-normed raw-score index outside its validated age range in this preschool sample. School readiness indicators showed favorable changes across mathematical, linguistic, and social competence (η²p = 0.514, 0.385, and 0.337; g = 1.95, 2.05, and 1.31, respectively). Overall, these preliminary findings suggest that cognitively enriched movement may support EF-related performance and school-readiness indicators, but they should not be interpreted as definitive proof of efficacy. Larger prospectively registered trials with balanced groups, age-appropriate outcome measures, and stronger fidelity documentation are needed before firm recommendations can be made.