Effects of a Structured Motor Development Program Using Traditional Games on Motor Competence, Balance, Physical Activity Self-Efficacy, and Physical Activity Enjoyment in Primary School Children: A School-Based Randomized Controlled Trial

This school-based randomized controlled trial was conducted to investigate the effectiveness of a structured motor development program using traditional Turkish children's games on motor competence, balance performance, physical activity self-efficacy, and physical activity enjoyment among primary school children.

Forty healthy primary school children were randomly assigned to either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in a structured traditional games program for 10 weeks, with two sessions per week lasting approximately 40-45 minutes each. The control group continued to participate in the standard physical education curriculum provided by their school.

Primary and secondary outcome measures were assessed at baseline and immediately after the completion of the intervention. Motor competence, balance performance, physical activity self-efficacy, and physical activity enjoyment were evaluated using standardized assessment tools. The study was designed to determine whether participation in a structured traditional games program could improve children's motor and psychosocial outcomes compared with regular physical education.

Inclusion criteria

Healthy primary school children aged 9-11 years. Enrolled in the participating primary school. Written informed consent obtained from a parent or legal guardian. Willingness to participate in all study assessments and intervention sessions.

Exclusion criteria

Any diagnosed neurological, musculoskeletal, cardiovascular, or medical condition preventing participation in physical activity.

Participation in another structured exercise or intervention program during the study period.

Absence from a substantial proportion of intervention sessions or outcome assessments.