Introduction:
Sustained engagement in physical activity (PA) during childhood is essential for physical, emotional, and cognitive development. Yet, many children fail to meet WHO PA recommendations, and their intrinsic motivation to be active often declines with age. Tandem physical education (PE)—where a PE teacher and a sports coach co-teach—may provide a richer motivational and affective environment. Grounded in the Affective-Reflective Theory (ART), this approach promotes positive affective experiences that strengthen intrinsic motivation and thus support cognitive functioning.


Purpose:
This study introduces the protocol of a three-year school-based intervention examining how ART-informed tandem PE may increase intrinsic motivation toward PA and enhance cognitive functions (CF) in younger school-age children.


Method:
A quasi-experimental, cluster-based design will be implemented in Czech primary schools. Third-grade classes will be allocated to a control group (standard PE), a semi-intervention group (tandem PE twice per week), or a full-intervention group (tandem PE five times per week). Lessons are designed according to ART principles emphasizing enjoyment and perceived competence. Cognitive functions will be assessed using Woodcock-Johnson IV subtests (working memory, inhibition, cognitive flexibility). Affective and motivational responses will be assessed using the AFFEXX Questionnaire, which captures implicit and reflective components of affective evaluation during physical activity. PA levels and motor competence will be monitored via accelerometry, CAMSA, beep test, and parent reports. Baseline assessment is complete; the first post-testing phase will conclude in June 2026.


Expected Results:
It is hypothesized that children in tandem PE groups will show greater improvements in CF and intrinsic motivation than controls. The study will also test whether changes in motivation mediate the link between intervention intensity and CF development.


Conclusions:
This protocol highlights a novel, ecologically valid approach integrating ART-based motivation and tandem pedagogy to foster cognitive and affective benefits in younger school-age children. The findings will inform sustainable strategies for PA promotion and educational practice.