Effects of Flanker-based locomotor training on executive function and motor coordination in first-grade children
DOI:
https://doi.org/10.15561/26649837.2026.0501Keywords:
cognitive-motor integration, inhibitory control, executive function, motor coordination, school-based intervention, HTKS-RAbstract
Background and Study Aim. Executive function and motor coordination are components of cognitive and behavioral development during early childhood. Cognitive-motor interventions based on physically active tasks are increasingly used in school settings to support these developmental processes. Despite the application of various cognitively enriched movement approaches, their effectiveness in improving executive function and motor coordination through structured locomotor training remains a subject of practical interest. Therefore, the present study aimed to assess the effects of a Flanker-based locomotor training intervention on executive function and motor coordination in girls aged 6–7 years. Material and Methods. A cluster-randomized controlled trial was conducted among 192 girls aged 6–7 years from six private primary schools. Participants from three schools were assigned to the experimental group, which completed an 8-week Flanker-based locomotor training program. Executive function and behavioral self-regulation were assessed using the HTKS-R, and motor coordination was evaluated using KTK subtests. Group × Time intervention effects were analyzed using linear mixed-effects models adjusted for school-level clustering. Results. Significant Group × Time interaction effects were observed for executive function, Walking Backward, Hopping for Height, and Moving Sideways following the intervention (all p < 0.001). The experimental group demonstrated greater improvements in HTKS-R performance and selected motor-coordination outcomes compared with the control group. No statistically significant intervention effect was identified for Jumping Sideways (p = 0.981). Improvements were more pronounced in tasks requiring inhibitory control, response regulation, and adaptive movement adjustment. Conclusions. Flanker-based locomotor training was associated with improvements in executive function and selected aspects of motor coordination in girls aged 6–7 years. The findings suggest that the integration of cognitive-conflict and rule-switching tasks into structured locomotor activities may support cognitive-motor development during early childhood.References
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Copyright (c) 2026 Abdelrahman Ibrahim, Basim Majeed Mohammed Albadree, Othman Sameer Mahmood, Mohammed Saad Jebur, Saif Ali Mohammed, Hamody Essam Noaman, Mohammed Saleh Khaleel Alsamarae, Doaa Zuhair Turki Aljboury
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