Neuromotricity and executive functions in primary school children. A randomized controlled trial

Abstract

Problem Statement. Executive functions (EFs)—a set of higher-order cognitive processes including working memory, inhibitory control, and cognitive flexibility—are critical for academic achievement and lifelong success. While interventions combining physical and cognitive demands are theorized to enhance EFs, rigorous empirical evidence from randomized controlled trials (RCTs) is needed to isolate their specific effects beyond those of general enrichment activities. This is particularly true for neuromotricity programs that systematically embed dual-task paradigms to train EFs. Purpose. This study aimed to evaluate the efficacy of a 7-month neuromotricity program (the BAPNE method), grounded in neuromotricity for improving teacher-rated EFs in primary school children in Costa Rica, compared to a high-quality active control group. We hypothesized that the neuromotricity intervention would yield superior gains in EFs, with the largest effects on the specific cognitive components directly challenged by the dual-task paradigm. Approach. A two-arm, parallel-group, pretestposttest RCT was conducted with 130 fourth-grade students (mean age = 9.48 years), randomly assigned to either the BAPNE intervention (n=65) or an active control group receiving traditional music education (n=65). EFs were assessed at baseline and post-intervention using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2), an ecologically valid teacher-rated measure. The primary analysis was conducted using Analysis of Covariance (ANCOVA), controlling for baseline scores. Results. After the 7-month intervention, ANCOVA revealed a statistically significant, large-magnitude main effect of the group on the Global Executive Composite (GEC) score, F(1,127)=85.12, p<.001, ηp2=.401. The BAPNE group demonstrated substantially greater improvements than the active control group. As hypothesized, the effect was most pronounced on the Cognitive Regulation Index (CRI), F(1,127)=145.04, p<.001, ηp2=.533. Drill-down analyses confirmed exceptionally large effects on the core EF scales explicitly targeted by the dual-task training: Working Memory (ηp2=.489), Inhibitory Control (ηp2=.301), and Cognitive Flexibility (Shift; ηp2=.288). Conclusions. A structured neuromotricity program integrating dual-task demands is a highly effective intervention for enhancing executive functions in primary school children, yielding improvements that significantly surpass those from traditional music education. The specific pattern of results, with the largest gains in working memory, inhibition, and flexibility, provides strong evidence that the dual-task paradigm is the primary mechanism of action. These findings have significant educational implications, suggesting that cognitively engaging, rhythm-based motor programs can be a powerful tool for fostering the development of foundational cognitive skills in real-world settings.