The effects of an enriched tennis program on the executive functions and motor skills of preschool children

Abstract Objective This study investigated the effects of an 8-week enriched tennis program featuring open-skill activities on executive functions (EFs) and motor skills in preschool children. Methods Thirty-seven children (22 boys, 15 girls) from two kindergartens were randomly assigned to an intervention group ( n = 17, age 57.88 ± 10.59 months; approx. 4.82 ± 0.88 years) or a control group ( n = 20, age 61.2 ± 10.22 months; approx. 5.10 ± 0.85 years). The intervention group participated in 16 tennis sessions (twice weekly, 30 min each) featuring age-appropriate open-skill activities designed to develop tennis-specific skills while fostering cognitive engagement. In contrast, the control group followed a standard curriculum that focused on closed-skill activities, such as fundamental movement skills and rhythm activities. EFs were measured through the Flanker test (inhibitory control), Corsi Block test (working memory), and Tower of London test (cognitive flexibility). Motor skills were assessed with the Bruininks–Oseretsky test (BOT-2), the Bouncing Ball Racket Drill, and a Forehand test. Results Results showed significantly better inhibitory control in the intervention group compared to the control ( p = .008, ηp2 = .184). While no changes were observed in working memory, cognitive flexibility improved within the intervention group. Motor skills assessments revealed significant enhancements in tennis-specific performance, including forehand ( p = .001, η p 2 = .259) and ball control ( p = .006, η p 2 = .200). Conclusion Rather than broadly enhancing all executive functions, these findings highlight the specific value of open-skill interventions in fostering inhibitory control and motor development during early childhood. The study underscores how dynamic activities support targeted cognitive development and emphasizes the need to further investigate optimal program designs for preschoolers.