Effect of Cognitive-motor Games on Executive Function Behaviors and Motivation for Progress in Elementary School Children With Attention-deficit and Hyperactivity Symptoms

Document Type : Original article

Authors

1 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Tehran University, Tehran, Iran.

2 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

3 Department of Child and Adolescent Psychiatry, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

10.22037/SJRM.14.6.3397

Abstract

Background and Aims Attention-deficit hyperactivity disorder (ADHD) is a common childhood disorder that significantly impacts cognitive, academic, and behavioral functioning of students. Improving executive function behaviors and motivation for achievement are key components for academic success and are important goals of educational and rehabilitation interventions. This study aimed to investigate the effect of cognitive-motor rehabilitation on executive function behaviors and motivation for achievement among elementary school students in Tehran. 
Methods This study is applied and quasi-experimental in nature, utilizing a pre-test-post-test design with control and experimental groups. The target population included all boys and girls from two schools in District 6 of Tehran during the academic year 2024-2025. Random sampling was conducted, and 30 students (15 girls and 15 boys) were selected from the two schools. Initially, the IVA-2 test was administered as an auxiliary tool for diagnosing ADHD. Following this, a pre-test was conducted with the students, and a cognitive-motor intervention was implemented for 8 weeks. After the intervention was completed, a post-test was conducted, followed by a follow-up phase. In all three stages, in addition to the IVA-2 test, the BRIEF Executive Function Questionnaire was provided to parents and the Motivation for Progress Questionnaire was provided to students. Data were analyzed using SPSS software, version 26 utilizing analysis of variance (ANOVA). 
Results The cognitive-motor intervention had a significant impact on improving executive function behaviors and motivation for achievement among students. Additionally, the main effects of the group (experimental and control) on academic motivation and executive functions were significant. Students in the experimental group showed notable improvements in executive functions, particularly in motivation for achievement, compared to the control group. 
Conclusion Cognitive-motor games were recognized as an effective tool for enhancing executive functions and motivation for achievement in students with ADHD.

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The Scientific Journal of Rehabilitation Medicine
Volume 14, Issue 6
January and February 2026
Pages 914-925

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History

  • Receive Date: 08 August 2025
  • Revise Date: 06 September 2025
  • Accept Date: 13 September 2025
  • First Publish Date: 13 September 2025

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