Neuromotricity and Executive Functions in Middle Childhood: A Quantitative Study

This study investigated the efficacy of the neuromotricity, characterized by rhythmic-motor-cognitive and dual-task activities, in enhancing executive functions (EF) in 5th-grade students. EF, encompassing inhibitory control, sustained attention, and cognitive flexibility, are pivotal for academic success and cognitive development. A quasi-experimental, pre-test/post-test control group design was employed over a 7.5-month period. The study cohort comprised 136 students (N=136), with 68 students in the experimental group and 68 in the control group, all aged 10-11 years from two socioeconomically matched schools in Cartago, Costa Rica. The experimental group participated in BAPNE sessions twice weekly, while the control group received traditional music classes. The Spanish adaptation of the Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) was utilized to assess inhibitory control, sustained attention, and cognitive flexibility. Statistical analyses were performed with a significance level of α = 0.05, with a strong emphasis on effect size. The BAPNE experimental group demonstrated statistically significant improvements across all measured executive functions compared to the control group. A large effect size was observed for inhibitory control (Cohen's d=0.90, 95% CI [0.55, 1.25]), indicating substantial practical significance. Medium-to-large effects were found for sustained attention (Cohen's d=0.70, 95% CI [0.38, 1.02]), and a medium effect for cognitive flexibility (Cohen's d=0.50, 95% CI [0.20, 0.80]). These findings underscore the BAPNE method's superior capacity to foster critical cognitive skills. The results provide compelling evidence for the method's potential as an innovative and effective educational intervention, advocating for its integration into primary school curricula to promote holistic cognitive development.