The effects of physical games on memory and attention in children aged 5–6 years: a preliminary study

Background This pilot study with class-level random assignment examined preliminary evidence on the associations between a structured physical game intervention and memory and attention in children aged 5–6 years. Methods A 12-week physical game program based on cognitive load theory was designed and implemented, consisting of three 60-minute training sessions per week. The program included various game activities designed to promote memory and attention development supplemented by smart interactive motion data collection devices. A pilot study with class-level random assignment was conducted among 59 children aged 5–6 years. Two intact kindergarten classes were included, with one class assigned to the experimental group ( n = 30) and the other to the control group ( n = 29). The experimental group received the structured physical play intervention, whereas the control group participated in routine kindergarten physical activities. The class, rather than the individual child, was the unit of randomization. Before and after the intervention, children's memory and attention levels were assessed using the Wechsler Memory Scale (measuring picture memory, visual reproduction, visual recognition, digit span forward, and digit span backward) and the Schulte Grid test. Results A 2 × 2 repeated-measures ANOVA showed significant Group×Time interactions for total short-term memory ( F (1,57) = 14.33, p < .001, η p 2 = .20), total immediate memory ( F (1,57) = 7.84, p = .007, η p 2 = .12), picture memory ( F (1,57) = 6.10, p = .017, η p 2 = .10), visual reproduction ( F (1,57) = 18.40, p < .001, η p 2 = .24), and digit span forward ( F (1,57) = 5.26, p = .026, η p 2 = .08). A significant Group×Time interaction was also observed for attention performance ( F (1,57) = 8.17, p = .006, η p 2 = .13). These findings indicated greater pre–post changes in the experimental condition than in the control condition for the outcomes examined. Conclusion These findings provide preliminary evidence that a structured physical game intervention was associated with improvements in memory-related task performance and task-related attentional processing in children aged 5–6 years.