Beyond Aerobic Fitness: Effects of Coordination and Aerobic Exercise on Executive Functions in School-Aged Children

Beyond Aerobic Fitness: A Randomized Controlled Trial Comparing the Effects of Coordination and Aerobic Exercise on Executive Functions in School-Aged Children

This randomized controlled trial aims to compare the effects of aerobic exercise and coordination-based exercise on executive functions in school-aged children aged 10 to 12 years. Executive functions, including working memory and selective attention, are essential cognitive skills that support learning, academic achievement, problem-solving, and daily functioning.

A total of 78 healthy children will be randomly assigned to one of three groups: an Aerobic Exercise Group, a Coordination Exercise Group, or a Control Group. Participants in the intervention groups will complete supervised exercise sessions lasting 40 minutes, three times per week, for 14 weeks. The aerobic exercise program will include activities designed to improve cardiovascular fitness, while the coordination exercise program will involve tasks requiring motor control, balance, bilateral coordination, and cognitive engagement. Participants in the control group will continue their usual school activities without additional structured exercise.

Working memory and selective attention will be assessed before and after the intervention using standardized neuropsychological tests. The findings of this study may improve understanding of how different types of physical activity influence cognitive development in children and may help educators and health professionals design more effective school-based physical activity programs that support both physical and cognitive health.

Inclusion Criteria:

• Children aged between 10 and 12 years.
• Typically developing children without diagnosed neurological, developmental, or physical disorders.
• Written informed consent obtained from parents or legal guardians.
• Child assent provided before participation.

Exclusion Criteria:

• Diagnosis of attention-deficit/hyperactivity disorder (ADHD).
• Presence of learning disabilities.
• Neurological, developmental, or chronic medical conditions limiting participation in physical activity.
• Attendance of less than 80% of the intervention sessions.
• Occurrence of health problems during the study period that prevented continued participation.