The practice of physical activity is believed to lead to improvement of motor skills and competences with several beneficial effects on present and future health, as well on psychological constrains of the child. However, no extensive data are available on the relationships between changes induced by motor activities on motor skills and executive functions. On the other hand, the data that have been accumulating in the recent years indicate that the (psychological) conditions that lead to improvement of executive functions can be easily applied to the context of organized motor activities. Teaching methodologies of physical activity rather than the activity itself appear to be relevant to enhance this important set of cognitive processes. From the educational perspective and considering the appreciation that movement-based games have among children, these conclusions highlight the potential significance of a revisited physical education in scholastic curricula for all ages
