Trial reportScientific reports2025
The impact of structured motor learning intervention on preschool children's executive functions.
Trial report in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07307742 (Effects of Motor-Focused Exercise Training on Brain Function and Gross Motor Skills in Preschool Children), which is not on this map. Cited by 4 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Effects of Motor-Focused Exercise Training on Brain Function and Gross Motor Skills in Preschool Children
Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The effects of physical activity on executive function in preschool children: a meta-analysis of randomized controlled trials.Frontiers in psychology · 2026Pooled it
- Biological Maturation and Physical Performance in Youth Football: Associations Across Professional and Non-Professional Environments.Journal of functional morphology and kinesiology · 2026Article
- Storytelling in Motion: Effects of a Narrative-Based Outdoor Motor Intervention on Motor Competence and Inhibitory Control in Preschool Children-A Quasi-Experimental Study.Children (Basel, Switzerland) · 2026Article
- Predictive associations between brain functional connectivity, motor abilities, and executive function development in early childhood: a longitudinal machine learning study.Journal of neuroengineering and rehabilitation · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Executive functions are critical for the cognitive and behavioral development of preschool children and are essential for their overall development. However, existing research has predominantly focused on school-aged children, with limited experimental evidence exploring how structured motor learning activities influence executive functions in preschool children. This study aimed to compare the effects of structured motor learning activities and outdoor free play on the executive functions of preschool children specifically working memory, cognitive flexibility, and inhibitory control. A randomized controlled trial was conducted with 80 preschool children aged 4-6, who were randomly assigned to an intervention group (n = 36) or a control group (n = 44). The intervention group participated in 30-minute structured motor learning sessions twice a week, over 12 weeks, while the control group engaged in same duration regular outdoor free play. Pre- and post-intervention executive functions were assessed using the EF-TOUCH. Multiple linear regression models were used to evaluate the effect of the intervention on executive functions. The intervention group demonstrated significant improvements (B = 0.20, 95% CI: 0.14-0.26) in working memory compared to the control group after controlling for pre-test score, age and gender. However, no significant effects were observed for inhibitory control (B=-0.07, 95% CI:-0.16-0.03) and cognitive flexibility (B=-0.03, 95% CI:-0.08-0.02). Structured motor learning intervention positively impacts preschool children's working memory but its effects on inhibitory control and cognitive flexibility remain limited. Integrating structured motor learning with outdoor free play in preschool curricula may support the development of executive functions. Future studies should examine the impact of varying frequency, duration, and intensity of structured motor learning activities to develop more effective interventions for enhancing cognitive development in preschool children.
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Registered trials
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