Impact of a physical–cognitive intervention on emotional regulation and school adjustment in primary school children

Introduction Self-regulation, emotional regulation, and school adjustment are fundamental for children’s learning and wellbeing during primary education. This study aimed to analyze the effects of a combined physical–cognitive intervention based on motor games and soroban abacus training on these outcomes in children in the first cycle of primary education. Methods A randomized controlled trial was conducted with 82 primary school children allocated to an experimental group ( n = 41) or a control group ( n = 41). The experimental group completed a 12-week physical–cognitive intervention integrated into physical education classes, whereas the control group followed the standard curriculum. Self-regulation, emotional regulation, and school adjustment were assessed before and after the intervention using validated questionnaires. Results Compared with the control group, the experimental group showed significant improvements in self-regulation, emotional regulation, and all dimensions of school adjustment, including emotional symptoms, behavioral problems, peer relationship problems, hyperactivity/inattention, and prosocial behavior. Moderate to large effect sizes were observed across the primary outcomes. Discussion These findings suggest that integrating motor games with soroban-based cognitive training may represent an effective educational strategy for enhancing self-regulation, emotional regulation, and school adjustment in young children. Although the results are promising, they should be interpreted cautiously due to the relatively small sample size and the exploratory nature of some secondary analyses.