The purpose of this study was to investigate the effects of traditional and selected school games on physical literacy and executive functions of girls and boys students. For this purpose, 30 girls and 30 boys with an average age (11.38 ± 0.52) were assigned in three groups of traditional and selected school games and the control group.

Finally, after the end of the game sessions, post test was performed same as pre-test and the students' physical literacy and executive functions were collected again. Data were analyzed using two-way analysis of variance (two independent variables of gender and type of activity). The results showed that physical literacy scores improved from pre-test to post-test but there was no difference between the research groups, that means the main effect of the variable of gender and type of activity or game was not significant. Another part of the findings indicated that the main effect of gender variable on executive functions was not significant, but the main effect of physical activity on executive functions and subscales of cognitive regulation and metacognition was significant. Traditional game group performed the best results in executive functions and their subscales. Findings also show that traditional games improve executive functions and level of knowledge of physical literacy. According to the findings for development of cognitive features and physical competencies, these types of games can be used for warm up and practice these games during the hours of physical education class and sports clubs.