Objective: The present study aimed to investigate the effect of traditional and selected school games on physical literacy and executive functions in boys and girls. Materials and Methods: This study was applied in terms of purpose and quasi-experimental in terms of execution, with a pretest-posttest design including a control group. The participants consisted of 60 male and female students aged 11 to 12 years from Mahdiyeh and Valfajr elementary schools in Rudan County, Hormozgan Province, who were selected through convenience sampling. After completing the Canadian Assessment of Physical Literacy (CAPL) questionnaire and the Behavior Rating Inventory of Executive Function (BRIEF), participants were randomly assigned into three groups (traditional games, selected school games, and control) for each gender using an ABBA design, forming a total of 6 groups (10 individuals per group). The traditional and selected school games groups performed 10 traditional games and 10 goal-oriented school games, respectively, over 5 weeks, with 3 sessions per week, each lasting 45 minutes. The control group continued their daily activities during this period. A posttest was administered after the sessions concluded. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS software, with a significance level of 0.05. Findings: The results showed that although physical literacy knowledge scores improved in both genders, no significant difference was observed between the groups (p ≥ 0.05). The traditional and selected school games interventions led to improvements in physical literacy knowledge and executive functions scores, but only the traditional group showed significant improvements in executive functions, behavior regulation, and metacognition compared to the selected school games and control groups (p ≤ 0.05), while the effect of selected school games was not statistically significant (p ≥ 0.05). Conclusion: These findings emphasize the importance of incorporating traditional games into educational programs to enhance children's cognitive and behavioral development.
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Raveshi,N , Tahmasbi,F and Lotfi,G . (2026). The Effect of Traditional and Selected School Games on Physical Literacy and Executive Functions of Girls and Boys . Sport Psychology Studies, 15(56), 143-158. doi: 10.22089/spsyj.2025.17813.2560
MLA
Raveshi,N , , Tahmasbi,F , and Lotfi,G . "The Effect of Traditional and Selected School Games on Physical Literacy and Executive Functions of Girls and Boys ", Sport Psychology Studies, 15, 56, 2026, 143-158. doi: 10.22089/spsyj.2025.17813.2560
HARVARD
Raveshi N, Tahmasbi F, Lotfi G. (2026). 'The Effect of Traditional and Selected School Games on Physical Literacy and Executive Functions of Girls and Boys ', Sport Psychology Studies, 15(56), pp. 143-158. doi: 10.22089/spsyj.2025.17813.2560
CHICAGO
N Raveshi, F Tahmasbi and G Lotfi, "The Effect of Traditional and Selected School Games on Physical Literacy and Executive Functions of Girls and Boys ," Sport Psychology Studies, 15 56 (2026): 143-158, doi: 10.22089/spsyj.2025.17813.2560
VANCOUVER
Raveshi N, Tahmasbi F, Lotfi G. The Effect of Traditional and Selected School Games on Physical Literacy and Executive Functions of Girls and Boys . Sport Psychology Studies. 2026;15(56):143-158 (In Persian). doi: 10.22089/spsyj.2025.17813.2560
