Research on Educational Sport

The Effect of Education Based on Movement Games on the Cognitive performance, Quality of Life and Social Skills of Primary School Students

Document Type : Review Article

Authors

morteza Homayounnia Firouzjah
Morteza Pourazar

Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

10.22089/res.2025.16863.2527
Abstract
Extended Abstract
Background and Purposes
Curriculum planning for physical education in the new millennium encompasses broader elements aligned with contemporary educational needs, integrating psychological-motor and cognitive domains. Among these is the development of responsibility, which includes personal, social, and environmental facets. Furthermore, educating students on individual, social, ethical, and health responsibilities, as well as civic principles, encompasses social and ethical responsibility, community engagement, and political awareness (Likert, 2002). Alongside these domains, promoting physical and mental health at all ages is essential, as it prevents disease and improves overall well-being regardless of life stage (Mohajani, 2023). Early initiation of health-strengthening habits, such as during school years, significantly amplifies these benefits (Olidona & Solovich, 2022). Although numerous factors contribute to health promotion, health-related physical fitness stands out as fundamental, influencing physical domains along with psychological constructs such as self-esteem, mental well-being, social skills, stress management, and quality of life in students (Mulderi et al., 2022).
The beneficial effects of appropriate physical activity on health are extensively documented. Research highlights how physical activity, and participation in sports and games, enhances physical fitness (Mahindroo, Pati & Agrawal, 2023), encourages proper nutrition (Silis et al., 2023), and improves quality of life (Jimenez et al., 2020). However, these positive impacts are subject to various moderating factors, notably the teaching style and content selection by instructors. Traditional physical education methods characterized by rigid, controlling strategies and exhaustive workouts have been linked with lower perceptions of quality of life and frustration of students’ basic psychological needs (McTernan, Graysen, & Mercer, 2019). Such methods, often devoid of playful and engaging elements, have been associated with negligible or even adverse effects on health-related outcomes (Skirt et al., 2016). Conversely, successful physical activity frameworks hinge upon play-based approaches, as noted by several scholars. Dittor et al. (2016), for instance, compared sports education models favoring experiential learning to traditional frameworks emphasizing repetition, underscoring the importance of active experimentation in cementing learning (Dittor et al., 2016).
 
Materials and Methods
This semi-experimental, applied study targeted elementary students aged 8 to 10 years enrolled in primary schools of Mazandaran Province during the 2021–2022 academic year, comprising a population of approximately 192,000 students. Utilizing G*Power software version 1.3 and accounting for practical constraints, the sample size was set at 25 participants each in experimental and control groups. Data collection employed Gresham and Elliot’s Standard Social Skills Questionnaire (1990), the Kidscreen Quality of Life Questionnaire, and the London Tower test for cognitive evaluation.
The experimental group underwent an intervention involving movement-based games across 36 sessions (three months, three sessions per week), with session durations ranging from 30 to 45 minutes. The statistical approach included analysis of covariance (ANCOVA) to assess post-intervention differences between groups.
 
Results
ANCOVA results revealed significant differences between the experimental and control groups in post-test scores for cognitive performance, quality of life, and social skills (p < 0.01), adjusted for pre-test scores. Specifically, mean post-test scores differed markedly across these domains, indicating that the movement games intervention effectively enhanced cognitive function, quality of life, and social skill development compared to controls.
 
Conclusion
Social skills represent a fundamental individual asset critical for successful interpersonal interactions and life satisfaction, whose transmission and development are pivotal for societal functioning (Takahashi et al., 2015). Movement-based games in schools facilitate social skill reproduction by encouraging cooperation and coordinated action among students. This finding diverges from Ebrahimzadeh et al. (2023), potentially due to their smaller sample sizes. While evidence consistently links physical activity to social skill improvement, studies like Ali Porfadafan et al. (2024) suggest that such changes may be mediated by factors beyond the activity itself, including the environment, participant characteristics, exercise type, genetic predisposition, and prior experiences.
Sports involvement introduces diverse opportunities for social interaction and exposure to physical and mental challenges, fostering continual self-assessment of cognitive, physical, and emotional capacities (Pankovic et al., 2023). Participation in intra- and inter-school competitions also contributes positively to social skill development (Homayoon-Nia et al., 2024). Therefore, educational institutions should capitalize on all available resources to incorporate movement games, tapping into their potential to foster holistic student development.
The current research corroborates the significant role of movement games in enhancing cognitive performance. Physical activity supports brain development and cognitive processes, improving problem-solving abilities, attention, and learning (Astuy and Bryant, 2024; Hang et al., 2023). Various studies emphasize that longer durations or increased frequency of activity further optimize these benefits. In this study, logistical adherence to school schedules guided the intervention’s three-month timeframe.
The benefits of movement games likely extend beyond physical activity, potentially influencing attitudes, promoting active daily habits, and mediating intentions to engage in physical activity outside school.
 
Article Message
Educational programs integrating movement games foster improvements in cognitive performance, quality of life, and social skills among elementary students. Engagement in such activities enhances focus, problem-solving abilities, and cooperative peer interactions. Group-based games create enjoyable, supportive environments conducive to children’s social and psychological growth, reducing anxiety and bolstering self-efficacy. Schools and educators bear critical responsibility to design curricula intertwining physical activity with cognitive and developmental objectives. Embracing play’s power, schools can promote children’s holistic development, thereby advancing educational and health outcomes.
 
Ethical Considerations
All procedures adhered to ethical standards governing research with human participants. Written informed consent was obtained from parents or legal guardians. Participation was voluntary, and confidentiality and anonymity were assured. School administrators approved and supported study implementation. Ethical safeguards honored children’s autonomy, protected them from harm, and ensured privacy throughout the investigation.
 
Authors’ Contributions
MHF was responsible for conceptualization, investigation, methodology, project administration, resource coordination, supervision, validation, visualization, as well as writing, reviewing, and editing. MP contributed to conceptualization, data curation, investigation, methodology, and manuscript review and editing. Both authors reviewed and approved the final manuscript.
 
Conflict of Interest
The authors declare no competing interests.

Keywords

Movement games, cognitive performance, quality of life, social skills, physical activity, elementary school students

Main Subjects

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Research on Educational Sport
Volume 13, Issue 38
August 2025
Pages 23-42

  • Receive Date 08 June 2024
  • Revise Date 09 April 2025
  • Accept Date 06 May 2025

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