Effects of rule-reversal ball games on executive function and motor coordination in boys aged 6–7 years

Background and Study Aim. Executive functions and motor coordination are components of children’s cognitive and motor development. Cognitively engaging physical activity is used within physical education to support cognitive engagement and motor skill development. Despite the application of such activities, their relative effectiveness in improving executive function and motor coordination in the early school-age group remains a matter of practical interest. The purpose of this study was to determine whether the use of rule-reversal ball games as part of the physical education curriculum in boys aged 6–7 years would improve executive functioning and motor coordination. Materials and Methods. An experiment using a cluster randomized controlled design was performed at 8 private primary schools with 304 male participants aged 6–7 years. The experimental group (EG) took part in an 8-week rule-reversal ball games program during physical education (P.E.) classes. The control group (CG) participated in their usual P.E. classes. Executive function was assessed using the Head-Toes-Knees-Shoulders Revised (HTKS-R) test. Motor coordination was assessed using the Körperkoordinationstest für Kinder (KTK) test. Between-cluster adjusted regression analyses with cluster-robust standard errors were used to evaluate the data. Results. The experimental group achieved significantly higher post-intervention scores in executive function and in several motor coordination components (Walking Backward, Jumping Sideways, and Moving Sideways). No significant improvement was observed for Hopping for Height. Conclusions. Incorporating rule-reversal movement games into physical education may offer a successful means of supporting executive function development in boys aged 6–7 years. This approach may also enhance their ability to perform coordinated motor movements.