Document Type : Research Paper
Authors
1
Department of Sport Sciences, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran .
2
Department of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, Iran.
Abstract
Extended Abstract
Background and Purpose
Governments and health associations have implemented various strategies to promote active behaviors among adolescents, one of which involves a shift in the approach to teaching sports skills. Research indicates that the traditional physical education curriculum often lacks the necessary intensity and engagement to effectively promote health-related physical fitness in children (Pitt et al., 2006). Team sports have been identified as a viable strategy for preventing overweight and obesity, as well as for reducing the risk of cardiovascular diseases in adults (Reilly and Kelly, 2011). However, there is a paucity of evidence regarding the types and methods of interventions for obese youth (Hill, Anderson, and Byrne, 2011). Studies suggest that children and adolescents should get at least 60 minutes of moderate-to-vigorous physical activity per day. However, the effectiveness of structured physical activity among children has recently been questioned, as children tend to only participate in activities that they find enjoyable. Game-based physical activities may offer a more appealing form of exercise for children (Ishihara et al., 2017). A specific model of game-based physical activities is recreational games. Research demonstrates that obesity negatively impacts executive function, particularly working memory (Lee et al., 2018). Additionally, evidence indicates that overweight or obese individuals exhibit longer reaction times compared to their peers within the normal weight range (Kamijo et al., 2014). Given the conflicting findings in this area, this study aims to investigate the effectiveness of recreational games on the working memory and reaction time of inactive overweight female students.
Methods
The present study is an applied research endeavor utilizing a pre-test-post-test method with a control group. The statistical population included all female students aged nine to twelve in the five regions of Tabriz city. Based on predefined inclusion and exclusion criteria, a sample of 32 eligible inactive obese students was purposively selected and randomly divided into two groups of 16 (experimental group and control group). To gather descriptive information and demographic characteristics of the participants, a personal information questionnaire was administered. Additionally, the N-back test was employed to assess working memory, while cognitive software was utilized to evaluate the students' reaction time. The experimental group engaged in a variety of recreational games for 60 minutes in a structured manner throughout the study, whereas the control group continued their regular activities during physical education classes for the duration of the school year. Prior to the recreational games, participants underwent a standardized fifteen-minute warm-up protocol, which consisted of five minutes of running, five minutes of dynamic stretching, and five minutes of ball play (if applicable) or physical conditioning exercises. The recreational games were structured as two ten-minute periods of play, separated by a five-minute recovery interval. Players were required to adhere to the offensive and defensive rules of soccer, contingent on the assigned tasks. The initial gameplay format included reduced situations, such as two versus two or three versus three, commencing with the establishment of specific game rules. The dimensions of the fields used in the current study were either 30 × 20 meters (large area) or 20 × 15 meters (small area). The Shapiro–Wilk test was employed to assess the normal distribution of the data, while the multivariate analysis of covariance test was utilized in the inferential statistics section.
Results
Results indicate that the difference between the pre-test and post-test scores in the variables of working memory and reaction time for subjects in the experimental group is more significant than that observed in the control group. Specifically, the difference in the mean scores following the engagement in recreational games is noteworthy. To assess the normality of the data, the Shapiro–Wilk test was utilized (p < 0.05). The analysis showed that the working memory variables (F = 0.285, p = 0.583) and reaction time (F = 0.354, p = 0.478) were not statistically significant. Consequently, it can be concluded that the variance between the experimental group (engaging in entertainment games) and the control group in the working memory and reaction time variables is not significantly different, thereby confirming the assumption of homogeneity of variances. The results of the Wilks Lambda test indicated a significant difference between the experimental and control groups in the dependent variables at the p = 0.001 level. Therefore, it can be asserted that there was a significant difference between the two groups in at least one of the dependent variables, either working memory or reaction time, highlighting a significant effect of the intervention on the overall set of dependent variables. Moreover, after controlling for the pre-test effect, the results of the one-way covariance analysis in the variables of working memory and reaction time were significant (p = 0.001). The effect of recreational games on working memory was 0.398, and on reaction time, it was 0.361. Cohen's (1988) standard indices were employed to interpret the effect size of the statistical tests. In the covariance analysis, a value exceeding 0.14 is considered a large effect, indicating a strong impact of the intervention.
Conclusion
According to the results, engaging in recreational games for twenty minutes led to shorter response times and enhanced working memory among overweight girls compared to the control group. These findings align with the outcomes of several studies such as Torki, Esmaili and Salman (2024), Hawani (2023), and Tafuri et al. (2025), which confirm that recreational games can serve as an effective tool for enhancing cognitive functions, particularly in overweight children. Overweight students are at greater risk of physical and cognitive problems due to their lack of physical activity and being overweight. Recreational games not only help reduce weight and improve body mass index (BMI) but also improve cognitive function in these students by increasing their mobility and social interaction. This consistency suggests that when designing physical education lessons for overweight students, it is essential to select activities that consider both cognitive and physical dimensions. Although participation in motor games may pose challenges for obese students, these activities can gradually help overcome physical barriers by fostering motivation, social interaction, and intrinsic enjoyment. Additionally, by enhancing physical capabilities, they can contribute to improved cognitive performance.
Article Message
Beyond their traditional role in entertainment and physical activity, recreational games can serve as an effective cognitive-motor intervention, significantly enhancing cognitive performance in overweight and inactive female students. Considering that this demographic faces various physical and cognitive risks, the findings of this study indicate that the implementation of engaging, low-cost, and school-based approaches, such as recreational games, can provide a practical solution for promoting children's mental and physical health within educational settings.
Ethical Considerations
Ethical considerations were observed in this study.
Authors' Contributions
The authors contributed equally to the design, implementation, and writing of the research sections.
Conflict of Interest
This article declares no conflicts of interest.
Acknowledgments
The researchers would like to sincerely thank all individuals and groups who collaborated on this research.
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