Efficacy of a culturally contextualized recreation program using northeastern Thai Folk Plays on executive functions in primary school students
DOI:
https://doi.org/10.47197/retos.v74.118088Keywords:
Thai folk plays, executive functions, Cognitively engaging physical activity, cognitive flexibility, primary schoolAbstract
Introduction: Executive functions (EFs), including inhibitory control, cognitive flexibility, and planning, are essential for learning, self-regulation, and adaptive behavior in childhood. Recreational activities that integrate cognitive and motor challenges have been shown to strengthen these abilities and support holistic development. However, limited evidence exists regarding culturally grounded interventions in Thai educational settings.
Objective: This study aimed to develop and evaluate a culturally contextualized recreation program based on Northeastern Thai folk plays within the Cognitively Engaging Physical Activity (CEPA) framework and to examine its effects on the executive functions of primary school students aged 10–12 years.
Methodology: A three-phase research and development process was followed by a quasi-experimental one-group repeated-measures design. Forty students participated in an eight-week intervention composed of nine structured folk-play-based activities emphasizing open-skill movement, decision-making, and cooperative interaction. Executive functions were assessed using computerized tests: the Flanker Task for inhibitory control, the Trail Making Test-B for cognitive flexibility, and the Design Fluency Test for planning. Data were analyzed using one-way repeated measures ANOVA (p < .001).
Results: Significant progressive improvements were observed across all executive function domains from pre- to mid- and post-intervention. Reaction times in inhibitory control and cognitive flexibility tasks decreased, while planning scores increased, indicating continuous neurocognitive adaptation. The structured folk-play-based program effectively enhanced executive performance through integrated motor–cognitive engagement and social participation.
Discussion: These findings support the CEPA theoretical framework by demonstrating that culturally embedded, cognitively engaging recreation can produce measurable neurocognitive benefits comparable to structured physical activity interventions. Moreover, the use of traditional folk plays fosters motivation, emotional connection, and cultural identity, which may strengthen learning transfer and long-term engagement in school contexts.
Conclusions: Culturally contextualized recreation programs based on Thai folk plays represent a practical, low-cost, and inclusive approach to promoting executive functions and holistic child development. Their integration into school-based recreation may foster educational sustainability and preserve local cultural heritage.
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