Stroop-based locomotor training improves executive attention and running in preschoolers

Background and Study Aim. Motor training programs that integrate cognitive demands are increasingly used in early childhood education. Approaches based on the Stroop principle combine motor actions with inhibitory control and attentional regulation, which are closely related to executive attention and basic motor skills in preschool children. Despite the application of various cognitively enriched motor tasks, their relative effectiveness in improving executive attention and locomotor performance remains a matter of practical interest. This study investigates the impact of a motor training program derived from the principle of reflection in the Stroop task on executive attention, running, and jumping skills in preschool children. Materials and Methods. A randomized experiment was conducted in two kindergartens. A total of 72 children aged 5–6 years participated and were divided into two groups: experimental and control. The intervention lasted eight weeks with four sessions per week. Children in the experimental group performed running and jumping tasks based on the Stroop principle. Their executive attention was measured using the Day–Night Stroop task. Motor performance was assessed using standardized running and jumping tests. Data normality was verified, and analysis of covariance (ANCOVA) was used to compare pre- and post-test results. Results. The experimental group showed a significant improvement in executive attention (p < .01) and running speed (p < .01). However, no significant improvement was observed in the standing long jump test (p = .343) compared with the control group. Effect sizes ranged from moderate to large. In contrast, the control group showed no significant changes in Stroop test performance or jump distance. A moderate improvement in running speed was observed. Conclusions. Motor training can contribute to the enhancement of executive attention and basic motor skills in preschool children. These findings are consistent with embodied cognition research and contribute to the development of innovative educational practices in early childhood.