The effect of educational units integrated with a series of mini-games on developing intelligence levels among primary school pupils (aged 6–9 years)

DOI:https://doi.org/10.65613/736780

Dr. Mimene Zakaria, University of Algiers3, Recreational sports physical activity, Laboratory of motor performance Sciences and pedagogical interventions (Algeria), mimene.zakaria@univ-alger3.dz

Dr. Toubal larbi,University of Bouira, Educational sports physical activity, Laboratory of Modern Sciences in Physical and Sports Activities(Algeria),   

 l.toubal@univ-bouira.dz

submition: 14.02.2026. Acceptance : 16.05.2026.Publication: 29.05.2026

Abstract:

Through this study, the researchers sought to identify the effect of a set of educational units integrated with a series of mini-games   on the development of intelligence levels among primary school pupils (aged 6–9 years). To verify this,  the researchers adopted an experimental approach, designing two homogeneous groups of equal size, The study sample comprised 20 pupils, divided equally between the two groups. The researchers used the intelligence test developed by Ijlal Muhammad Yusri to measure the children’s intelligence as a research tool. The study concluded that the proposed educational units were effective and had a positive impact on the development of intelligence levels among primary school pupils (aged 6–9 years)

Keywords: educational units, mini-games, intelligence, primary education

1. Introduction and Research Problem:

The childhood stage in general, and early childhood in particular, is one of the most important age groups that deserves close attention and should not be overlooked, as it is a stage characterised by rapid and increasing growth in all aspects of a child’s personality. This makes it a highly sensitive stage that is most influenced by the various environmental factors surrounding the child. Therefore, any disruption in the development of any aspect of the child’s personality at this stage may result in the child losing the ability to acquire the skills and experiences that should be developed during this period, which may lead to a slowdown in their development during subsequent stages of life.

Play is considered to be of paramount importance in shaping a child’s personality, as well as being one of the fundamental elements of childhood; it is also regarded as one of the key tools through which a child expresses their innermost feelings. Therefore, from the perspective of psychologists and educationalists, play is a crucial element in childhood, as it is a fundamental gateway to a child’s development across various aspects of growth. In this regard, Jean Piaget noted in his constructivist theory that play plays a fundamental role in a child’s cognitive and mental development, as it helps to enhance their creative abilities and supports their understanding and comprehension of the external environment.

Educational play in the school setting is considered an effective educational tool and method that helps pupils acquire educational meanings and values that promote the healthy development of their personality,  and this is only achieved through the pupil’s constant and continuous interaction with the various educational games incorporated into the teaching situations and scenarios of physical education and sports lessons at primary level

Physical education teachers rely on various forms and styles of play to deliver physical education lessons in a way that is enjoyable and engaging for pupils, Hence the need to utilise small games, as they are among the most effective, engaging and appropriate types of educational games for the primary education stage. From this perspective, small games represent one of the most important and  effective motor learning strategies  in the field of physical and sporting activity, and are the most common and widely used in primary education

Intelligence is considered the most important mental ability in humans, as it is defined by an individual’s ability to adapt to various situations and their speed of response and handling of them by finding appropriate and correct solutions to the problems they face. The relationship between play and intelligence is characterised by its complementary nature, especially if the child channels their passion and love for play through various methods and for extended periods to develop their intelligence. Some studies have indicated that play is an effective and highly significant strategy in developing and enhancing children’s intelligence levels, particularly if the play involves a degree of planning and organisation

Based on the above, the need has emerged to develop integrated teaching units incorporating a range of small games  with the aim of developing general intelligence levels among primary school pupils aged between 6 and 9 years. Consequently, the researchers pose the following question: Do the proposed educational units have a positive impact on the development of intelligence levels  among primary school pupils under the age of nine?

2. Sub-questions:

• Are there any statistically significant differences in IQ scores between the pre-test and post-test for the control group?
•  Are there statistically significant differences in IQ scores between the pre- and post-tests for the experimental group?
• Are there statistically significant differences in intelligence scores between the two study groups (control/experimental) in the post-tests?
• Research hypotheses:

3.1. General hypothesis: The proposed teaching units have a positive effect on the development of intelligence scores among primary school pupils

3-2- Specific hypotheses:

• There are no statistically significant differences in intelligence scores between the pre- and post-tests for the control group.
•  There are statistically significant differences in intelligence scores between the pre- and post-tests for the experimental group.
• There are statistically significant differences in intelligence scores between the two study groups (control/experimental) in the post-tests.
• Aims of the study:
• To design and develop integrated teaching units comprising a set of mini-games aimed at developing intelligence among primary school pupils.
• To examine the expected impact of the proposed teaching units on the development of intelligence scores among primary school pupils.
• To identify differences in intelligence scores between the pre- and post-tests among members of the two study groups.
• To identify differences in intelligence scores between members of the two study groups in the post-tests.
• Significance of the study:
• The present study addresses the most important mental ability in human beings, namely intelligence.
•  This study aims to highlight the role played by physical activity and play in general in the development of various mental skills among primary school pupils, including intellectual ability.
• This study serves as a starting point for further future research, which may address the relationship between play and the development of various mental abilities in children.
• Procedural definitions of study terms:
•  Teaching units: Also known as lesson plans, these are educational planning documents prepared in advance by the teacher to organise and manage the flow of the lesson effectively, avoiding randomness and improvisation. A teaching unit comprises three educational stages: the preparatory stage, the main stage and the concluding stage.
• Play: Play is considered the natural, innate activity practised by children, and it can take various and multiple forms, ranging from organised to spontaneous. In short, play can be described as a set of activities performed by children for the purpose of obtaining pleasure and happiness.
• Small games: A set of easy and simple recreational physical activities with flexible rules, performed using simple educational tools and resources, and often practised by pupils in the school environment for the purpose of enjoyment, entertainment and the development of certain motor skills for various scheduled sporting activities.
• Intelligence: The pupil’s ability to adapt to and cope with various situations, and to find solutions to the problems they face in the shortest time and with the least possible effort; in the context of our current study, intelligence is defined as the score a pupil can achieve on the intelligence test used in this study.
• Primary school pupil: a pupil who has reached the compulsory school age and is attending primary school; in our current study, the pupils’ age corresponds to the middle childhood stage, which typically begins when the child reaches the age of six and ends when they reach the age of nine.
• Previous and similar studies:
• A study by Hassani Iman (2018) entitled: ‘The Role of Play in the Development of Intelligence in Children with Down’s Syndrome’, This study aimed to identify the role of play in the development of intelligence in children with Down’s syndrome. To achieve this, the researcher employed a descriptive approach due to its suitability for the nature and objectives of the study. The study sample comprised forty-one  educators specialising in early childhood education, A questionnaire was developed and administered to these specialised educators in art therapy, and a participatory observation network was utilised as a research tool. At the conclusion of her study, the researcher demonstrated the role and importance of play in the cognitive development of children with Down’s syndrome.
• The study by Saddam Fakhri Bertou et al. (2019), entitled: ‘The Effect of Small Toys on the Cognitive Development of Children Aged 4–5 Years in Riyadh’, sought to highlight the role played by small toys in the cognitive development of children aged 4–5 years in Riyadh. The researchers employed an experimental design involving matched groups with pre- and post-tests, and relied on the intelligence scale for children aged 3–9 years developed by Dr Iglal Mohamed Yousry. The study sample consisted of 10 children, with five children in each group. The results of the study demonstrated the effectiveness of small games and their positive impact on the development of intelligence scores among children aged 4–5 years in Riyadh.
• A study by Mahdi Rashid Nimer Jiosi (2020) entitled: ‘The Impact of Educational Games on the Development of Creative Thinking in Children Attending Nursery Schools in the City of Tulkarm’,  The researcher’s aim in this study was to investigate the impact of educational games on the development of creative thinking among children attending nursery schools in the city of Tulkarm. The researcher employed an experimental approach with a design comprising two equivalent and matched groups. The researcher developed a scale to measure creative thinking skills, The study sample consisted of 24 children, divided equally between the control and experimental groups. The final results of the study demonstrated the effectiveness of educational games and their positive impact on the development of creative thinking and various cognitive abilities among children attending nursery schools
• The study by Masoud Akabi (2024), entitled: “The Effect of a Proposed Physical Activity Programme Using Movement Games on Improving Intelligence Levels in Pre-school Children (5–6 Years)”, sought to identify the effect of a proposed physical activity programme using movement games on improving intelligence levels in pre-school children (5–6 years). To achieve this, the researcher employed a single-group experimental design. The study sample comprised twenty pupils, and the researcher utilised the Children’s Intelligence Scale (3–9) developed  by Professor of Mental Health Ijlal Muhammad Yusra. This study concluded that the proposed physical activity programme involving movement games had a positive effect on improving intelligence levels among pre-school children aged 5–6 years.
• Study design and field procedures:
  • Study Methodology: The researchers adopted an experimental methodology due to its suitability for the nature and objectives of the study.
  • Experimental design of the study:   The researchers employed an experimental design involving two homogeneous, equivalent groups of equal size (control/experimental) with pre- and post-tests.
  • Study Population: The study population comprised all third-year primary school pupils aged under nine years who were attending the Martyr Hasiba Ben Bouali Primary School in Temsilt for the 2025/2026 academic year. The total size of the population was 46 pupils
  • Study sample: The study sample comprised twenty pupils. The sample was divided into two groups (control/experimental), with ten pupils in each group. The study sample was selected using purposive sampling, taking into account several criteria:
• Age: The ages of the study sample members range from 8 to just under 9 years.
• Intelligence: The sample members generally have an average level of intelligence.

Environment:    The pupils attend the same school, as all members of the sample are in the third year of primary school.

•  Homogeneity and equivalence of the study sample: The researchers ensured that the two study groups (experimental and control) were matched and homogeneous across all study-related variables, with particular emphasis on intelligence levels  as well as certain standard variables such as height, weight and growth rates, represented by the pupils’ chronological age.

Table 1 illustrates the homogeneity and equivalence of the study groups (experimental and control) with regard to the study variables.

Group Variables	Experimental		Control Group		Mean (t) Calculated	Statistical significance
	S	s	will	A
Age (years)	8.43	1.09	8.47	1.12	1.02	Not applicable
Length (cm)	136	1.28	138	1.31	1.13	Not applicable
Weight (kg)	29.93	2.47	30.07	2.50	1.21	Not indicative
IQ scores	44.84	7.06	45.19	7.11	1.34	Not significant

Table t-value = 0.73                 Significance level = 0.05                   Degrees of freedom = 18

Source: Prepared by the researchers based on the output of SPSS V26

Table 1 shows that the arithmetic means and standard deviations were very close in the pre-test measurements for individuals in both study groups (control/experimental) across all study variables

 . Upon examining the results presented in the same table, it is observed that the calculated t-values for all study variables (age, height, weight, IQ scores), which were 1.02, (1.13), (1.21) and (1.34) respectively, are smaller than the critical t-value of 1.73 at a significance level of 0.05 and a degrees of freedom of n = 18, and thus we confirm that there are no statistically significant differences between the two study groups in the pre-test measurements for all variables; consequently, we can confirm the homogeneity of the two study groups (control/experimental) and their equivalence across all study variables.

•  Study variables:
• Independent variable: The independent variable in this study consists of the proposed teaching units integrated with a series of mini-games
•  Dependent variable: The dependent variable is intelligence scores.
• Confounding variables: The researchers took care to control for confounding variables as follows:
• Matching the participants in the two study groups (control and experimental) so that they shared the same characteristics, particularly in terms of age and intelligence levels, whilst ensuring that their school environments were similar.
•  Pre- and post-tests were administered under the same conditions.
• Excluding any pupil from the experimental group who showed negligence or lack of commitment to the content of the teaching units, or who was absent from any of the proposed lessons
•  Ensuring that no member of either study group engages in any form of sporting activity outside the educational institution.

• Areas of study:
• Temporal scope: The study (pilot study, main study) was conducted during the 2025/2026 academic year, specifically from 3 December 2025 to 12 March 2026
• Spatial scope: The study was conducted at the primary school named after Martyr Hasiba Ben Bouali in the province of Tissemsilt, Algeria
•  Human scope: This study targeted third-year primary school pupils aged between 8 years and 8 years and 11 months
  • Study tools:
    • The Children’s Intelligence Test by Jalal Mohamed Yousry, adapted by Dr Zainab Youssef:
      • Test description:

The intelligence  test by Ijlal Mohamed Yousra was used to measure the intelligence of children aged between 3 and 9 years. This test was adapted to suit the Algerian context by researcher Zainab Youssef   (2017) as part of her Master’s thesis entitled: Standardisation of the Ighalal Yousry Intelligence Test for Children Aged 6 to 9 Years. This test is considered an effective tool for measuring children’s intelligence during the nursery (pre-school) stage and the first three years of primary education. The test comprises:

• Test booklet:   This test consists of 90 items divided into two parts (a pictorial part and a verbal part). The pictorial part of this test comprises 45 separate cards divided into three sets, with each set containing 15 pictures. The verbal section of the test consists of 45 statements divided into three levels, with each level containing 15 statements. The test booklet is for the examiner’s use only, and writing or noting down any information on it is strictly prohibited.
• Answer sheet: This is a separate sheet, entirely independent of the answer booklet, on which certain details and information relating to the candidate—such as their name, surname, age and other necessary details—are recorded. The answer sheet is used to record the candidate’s answers to both parts of the test according to a predefined format.  In the picture section of the test, the examinee’s answers are recorded in the space provided for that section according to the card numbers, by writing the picture number (from right to left). As for the verbal section, the examinee’s answers are recorded in the space provided for this section by writing the missing words based on the sentence numbers. We can also calculate the total score obtained by the examinee for their answers to both parts of the test together. The answer sheet also allows the examiner to calculate the examinee’s mental age based on specific criteria, and we can also calculate the examinee’s intelligence quotient (IQ) scores and ratios. The examiner is required to sign the answer sheet with their name and initial it if possible.
  • Description of the test administered: The final version of the intelligence test consists of two parts:
• The pictorial section: This section of the test comprises 45 items, preceded by three practice questions (A, B, C), Each unit consists of a card containing a number of pictures, one of which is different, and the examinee is asked to identify it. The forty-five cards comprising the pictorial section are divided into three sets, each set containing fifteen (15) cards. In the first set, each card contains three (03) pictures, two of which are identical and the third is different; the examinee is asked to point out the different picture. Meanwhile, each card in the second group contains four more difficult pictures, three of which are identical in shape or appearance, whilst the fourth differs from them in shape or appearance; the examinee is asked to point out the different picture, whereas each card in the third set contains five pictures, two of which are similar and identical, and the fifth is different, and the examinee is asked to point out the different picture. This part of the test is divided into two levels:
• Level 1: For children under six years of age (3–6 years).
• Level 2: For children aged over six years (6–9 years).
• The Verbal Section: The verbal section of the test contains forty-five (45) items (sentences) divided into three sets, each comprising fifteen (15) sentences, with the level of difficulty increasing as one moves from one set to the next. Each unit consists of an incomplete sentence read to the child, who is asked to complete it. The first group is preceded by three practice examples: A, B and C. This part of the test is divided into two levels:
• Level 1: For children under six years of age (3–6 years).
• Level 2: For children aged over six years (6–9 years).
  • Test administration procedures:
• The test is administered by psychologists, social workers or teachers who have been trained to use it appropriately and correctly.
• The test is carried out at a suitable time during the day when the child is relaxed and not in a hurry.
• The test must be conducted in a well-ventilated room with adequate lighting to ensure a suitable environment for the test
• It is essential to adhere strictly to the test instructions without improvising, and the examiner must familiarise themselves with the test instructions before commencing the test
• The examiner must verify that the examinee understands the test instructions and the practice examples provided before the test actually begins
• “It should be noted that the test is generally a test of mental ability, and there is no set time limit for answering each section individually or for the test as a whole. The child may take as long as they wish and may take a short break (approximately 5 minutes) between the pictorial and verbal sections; the child should be encouraged to answer as quickly as they can” (
  • Test marking:  The marking key must be used with great accuracy and efficiency, whilst adhering to the conditions, instructions and procedures relating to its use
• Test marking scheme:     There are two models:
• Model 1: This is a comprehensive marking scheme presented in tabular form, consisting of a single page divided into two sections:
• Section 1: This is for the visual section of the test and contains three columns, each with the correct answers listed according to the card numbers.
• Section Two: This is for the verbal section of the test and comprises three columns, each listing the correct answers according to the sentence numbers.
• Model 2: This is a cardboard answer key containing the correct answers for both parts of the test (visual and verbal). This model of answer key features rectangles printed on the right-hand side next to the space for the correct answer. The key is placed over the answer sheet so that the four black circles on the answer sheet align with the four holes on the answer key.
• Marking: A tick (/) is placed next to the correct answer on the answer sheet, and one mark is awarded for each correct answer; no marks are placed next to incorrect or blank answers

The / marks indicate the correct answers in both parts of the test. The marks for each column are added up, and the total is written below in the space provided for ‘(Ijlal Muhammad, Yusra, 1988, p. 13)

• The maximum score for the pictorial section of the test is 45 marks.
• The maximum score for the verbal section of the test is 45 marks.
• The maximum score for the test as a whole (the pictorial and verbal sections) is 90 marks.
  • Calculation of the IQ score:   The examinee’s IQ score is calculated as follows:
• Determining the raw score, which is the maximum possible score for the test, i.e. the score obtained by the examinee in the test as a whole,  comprising both the pictorial and verbal sections.
• Determining the examinee’s mental age corresponding to the raw score, based on the mental age standards table attached to the test.
• The subject’s chronological age is calculated in months, to the nearest month.
• The IQ score is calculated using the following formula: 

IQ score = 

• Scientific basis of the study tool:
• Reliability: The researchers calculated the reliability of the test on a sample of eight pupils (the pilot study sample)  using the test-retest method (   ), with a one-week interval between the two administrations. Pearson’s correlation coefficient was calculated between the results of the first and second measurements, and the reliability coefficient was estimated at 0.91 at a significance level of 0.05
• Validity: The validity of the test was confirmed in several ways, including:
• Concurrent validity: The concurrent validity of the test was calculated using the Wechsler Intelligence Scale for Children as a benchmark, with both tests administered to the pilot study sample; the concurrent validity coefficient was 0.92
• Internal consistency:  The internal consistency of the intelligence test used was calculated by taking the square root of the reliability coefficient; the internal consistency coefficient for the test was 0.95, which is a very high reliability coefficient.
• External validity (expert validity): The intelligence test used was presented to seven academics holding the ranks of Professor and Senior Lecturer at the Institute of Physical and Sports Sciences and Technologies at the University of Tissemsilt, The assessors confirmed that the test was appropriate for the study’s objectives and fully aligned with the characteristics of the study sample.
• Objectivity: The researchers ensured that the images and sentences included in the test were clear, whilst exercising flexibility during the administration of the test. The researchers also endeavoured to maintain neutrality, impartiality and scientific integrity, avoiding all forms of bias towards personal opinions and accepting the study’s results and findings regardless of their nature.
  • Proposed educational programme:
    • Description of the proposed programme:

The programme comprised sixteen teaching units, with two units delivered each week. It ran for eight consecutive weeks, from 11 January 2026 to 5 March of the same year.

• The aim of the teaching units:
• To develop intelligence in primary school pupils aged between 8 and 9 years.
• To examine the nature and extent of the relationship between small games and the development of general intelligence
  •  Areas and strategies of the proposed teaching units:

The proposed teaching units included a range of physical and sporting activities in the form of competitive small games, and each teaching unit was divided into three educational stages:

1. The preparatory stage: also known as the warm-up stage, lasting ten minutes, aimed at preparing the pupil psychologically, physically and functionally to begin the actual activity.
2. Main phase: Lasting thirty-five minutes, during which the proposed teaching scenarios are implemented
3. The concluding phase: lasts five minutes and focuses on returning the pupil to their normal state prior to the start of the activity
   1. General criteria for the proposed teaching units:
4. The teaching units are based on play as a teaching strategy.
5. The teaching units include a variety of mini-games
6. The learning situations in each unit are clear and straightforward
7. The content of the teaching units takes into account the developmental characteristics of the target age group.
8. The learning units are linked to the objectives the study aims to achieve.
   1. Programme evaluation and refinement: 

The proposed teaching modules were presented in their preliminary form to a group of university lecturers holding the ranks of Full Professor and Senior Lecturer at the Institute of Physical and Sports Sciences and Techniques, University of Tissemsilt, for the purpose of reviewing the teaching modules and verifying their validity and suitability to the nature and objectives of the study, as well as their compatibility with the characteristics of the study sample. The reviewers recommended deleting and amending certain teaching scenarios and adding others, The researchers responded to the reviewers’ recommendations. After revising the teaching units in their final form, they were resubmitted to the same reviewers. All reviewers expressed their satisfaction with the final version of the teaching units and authorised the researchers to implement them.

• Statistical methods used: For the statistical analysis of the data obtained from the main study, the researchers used the Statistical Package for the Social Sciences (SPSS) version 26.
•   Presentation, analysis and discussion of the study results:

10.1 Presentation and discussion of the results of the first sub-hypothesis:

• There are no statistically significant differences in intelligence scores between the pre-test and post-test measurements for the control group.

Table 2:  Shows the significance of the differences between the mean intelligence scores of the pre-test and post-test for the control group

Type Measure	Number of individuals	Arithmetic mean	Standard deviation	Calculated value (t)	Statistical decision
Pre-test	10	45.19	7.11	01.52	Not statistically significant
Post-measurement		47.31	7.62

Table t-value = 01.83                 Significance level = 0.05                   Degrees of freedom = 09

Source: Prepared by the researchers based on the output of SPSS V26.

From the data shown in Table 2, we can see that the arithmetic means of IQ scores for members of the control group in the pre-test and post-test were very similar; the arithmetic mean for the first test (pre-test) was 45.19 points with a standard deviation of 7.11, whilst the arithmetic mean for the second measurement (post-test) was 47.31 points with a standard deviation of 7.62

Based on the results shown in the table, we observe that the calculated t-value of 1.52 is smaller than the t-value of 1.83 estimated from the table at a significance level of 0.05 and a degree of freedom of n = 09. It is therefore clear that there are no statistically significant differences between the intelligence scores of the control group in the pre- and post-tests

10-2-  Presentation and discussion of the results of the second sub-hypothesis:

• There are statistically significant differences in IQ scores between the pre-test and post-test for the experimental group.

Table 3: Shows the significance of the differences between the means of general intelligence scores between the pre-test and post-test for the experimental group.

Type of Measurement	Number of individuals	Arithmetic mean	Standard deviation	Calculated value (t)	Statistical decision
Pre-test	10	44.84	7.06	02.57	Statistically significant
Post-measurement		79.38	11.29

Table t-value = 01.83                 Significance level = 0.05                   Degrees of freedom = 09

Source: Prepared by the researchers based on the output of SPSS V26

The results in Table 3 show a clear disparity in the arithmetic mean values of IQ scores between the pre- and post-tests for members of the experimental group. The arithmetic mean in the pre-test was 44.84, with a standard deviation of 7.06, whilst the arithmetic mean in the post-test was 879.3, with a standard deviation of 11.29

Returning to the same table, we find that the calculated t-value was 2.57, which is greater than the critical t-value of 1.83 at a significance level of 0.05 and a degree of freedom of 0.9. These results indicate the existence of statistically significant differences in intelligence scores between the pre-test and post-test for members of the experimental group, in favour of the post-test.

10.3.  Presentation and discussion of the results of the third sub-hypothesis:

• There are statistically significant differences in intelligence scores between the two study groups (control/experimental) in the dimensional measurements.

Table 4: Significance of differences between the means of general intelligence scores in the post-test for the control group and the experimental group

Type Group	Number of individuals	Arithmetic mean	Standard deviation	Calculated value (t)	Statistical decision
Control group	10	47.31	7.62	3.04	Statistically significant
Experimental group	10	79.38	1129.

Table t-value = 0.73                 Significance level = 0.05                   Degrees of freedom = 18

          Source: Prepared by the researchers based on the output of SPSS V26

The results presented in Table 4 show that the arithmetic means and standard deviations of IQ scores between the two study groups (control and experimental) in the post-test measurements were strikingly different. with the control group recording an arithmetic mean of 47.31 and a standard deviation of 7.62, whilst the experimental group recorded an arithmetic mean of 79.38 and a standard deviation of 11.29

Referring to the same table, it is clear that the calculated t-value of 3.04 is greater than the critical t-value of 1.73 at a significance level of 0.05 and a degree of freedom of n = 18, Consequently, it can be concluded that there are statistically significant differences in intelligence levels between the members of the two study groups (control and experimental) in the post-test measurements, in favour of the members of the experimental group.

1. Discussion and interpretation of the study results:

11.1 Discussion of the first sub-hypothesis:

The first partial hypothesis of the study posited that there would be no statistically significant differences in intelligence scores between the pre- and post-tests for the control group. Statistical analysis of the data relating to intelligence scores between the pre- and post-tests for members of the control group, as shown in Table No. (02)  that the intelligence scores of the individuals in this group remained stable and consistent in both the pre- and post-tests. The researchers attribute these results to:

•  the similarity of the environmental conditions under which the pre- and post-tests were conducted for members of the control group.
• The fact that members of this  group were not subjected to any interventions or experimental procedures.
• A child’s intellectual ability may cease to grow and develop if it is neglected and not trained to be developed and utilised appropriately.
• The physical education teacher’s reliance on traditional teaching methods and approaches, which are based on rote learning, reinforces a state of inactivity and mental stagnation in the pupil; this has a negative impact on the development of their various mental abilities, including intelligence.
  • Discussion of the second sub-hypothesis:

 The second sub-hypothesis of the study suggests that there are statistically significant differences in intelligence scores between the pre- and post-tests of the experimental group. From the data presented in Table 3 regarding the results of the pre- and post-tests for the experimental group, it is evident that there are statistically significant differences in intelligence scores among the members of this group between the pre- and post-tests, with the post-test scores being higher. The researchers attribute these results to:

• the effectiveness of the proposed teaching units in achieving the main objective of the study, which is to develop and enhance the intelligence scores of the experimental group
• The level of engagement of the experimental group members with the games included in the proposed teaching units was positive, which was reflected in the development of their intelligence levels
• The inclusion of diverse and varied forms and styles of play in the proposed teaching units contributed to the pupils’ attraction to these games, which in turn aided the growth of intelligence levels among the members of this group
• The content of the educational units was consistent, both in form and substance, with the study’s objectives, as they were designed with the primary aim of developing intelligence levels, which was achieved.
• The learning situations within the proposed teaching units included multiple and varied external stimuli (problems), which prompted the pupils to use their various mental abilities to solve them, and this had a positive impact on the development of intelligence levels among the members of this group.

The findings of this study are consistent with those of some previous studies, such as the study by Hassani Iman (2018) and the study by Masoud Akabi (2024). The results of both studies showed that play activities provide a suitable environment for stimulating children to use their cognitive abilities, whilst many scholars have noted that play is one of the most important situations in which children employ their various cognitive abilities, particularly intellectual ability, especially if the play situations are characterised by difficulty and complexity. In addition, the processes of imitation and simulation that children engage in whilst playing are an integral part of their    cognitive development   

1.  Discussion of the third sub-hypothesis:

The third sub-hypothesis of the study posited that there would be statistically significant differences in intelligence scores between the two study groups (control/experimental) in the post-test measurements.The results of the statistical analysis of the post-test measurements for the two study groups revealed a difference in intelligence scores between the members of the two groups, favouring  the members of the experimental group, The researchers attribute these results to the difference in the experimental procedures followed for members of the two groups, as members of the experimental group underwent the proposed teaching units whilst members of the control group were not subjected to any experimental procedures, The striking and notable disparity in intelligence scores in favour of the experimental group compared to the control group during the post-tests can also be explained by the effectiveness and efficacy of the proposed educational units; these units were enriched with diverse and varied forms of play and presented to the pupils in an engaging andengaging and motivating, which allowed members of the experimental group  ample scope to utilise their various mental abilities, such as memory and intelligence, among others, and this had a positive impact on the growth of their intelligence scores.

 The findings of this study were consistent with those of some previous studies, such as the study by Saddam Fakhri Bertou et al. (2019),  the study by Mahdi Rashid Nimer Jiosi (2020) and the study by Masoud Akabi (2024). The final findings of all these studies confirmed the positive impact  of play, in its various forms and types, on the development of various cognitive abilities, including intelligence in children. On the other hand, the results of the third sub-hypothesis are consistent with Jean Piaget’s interpretation of play, based on his assumption that a child’s mental development follows  a specific sequence ( ) that can be accelerated or delayed, and that play is a highly effective mediator of a child’s mental development. Furthermore, social development theory has confirmed that dramatic play helps children understand their surroundings and the outside world, and develops their capacity for imagination and creativity

1. Study conclusions: This study sought to determine the extent of the impact of the proposed educational units, integrated with small-scale games,  on the development of intelligence among primary school pupils. In light of the study’s hypotheses and objectives, and within the limits of the curriculum used, the study sample and its characteristics, the following results were reached:
2. Members of both study groups (control and experimental) exhibited high levels of homogeneity across all dimensions of the intelligence scale used
3. The intelligence scores of the control group remained stable when comparing the pre- and post-tests for members of this group.
4. There were statistically significant differences in intelligence scores between the pre- and post-tests for members of the experimental group, with the post-test scores being higher
5. The results relating to the third hypothesis showed statistically significant differences in intelligence scores between the two study groups (control/experimental) in the post-tests, in favour of the experimental group.
6. The general hypothesis of the study was confirmed, indicating a positive effect of the proposed play-based educational units on the development of intelligence among the primary school pupils under study
7. The study’s findings highlighted the importance of using educational games as an effective strategy for developing various cognitive abilities in children, including intellectual ability
8. Study suggestions and recommendations: This study is merely a modest attempt, within the limits of available resources, to examine a complex and sensitive topic linked to the most important human mental ability—intellectual ability—and how to develop it. Based on the findings of this study, the researchers propose a series of recommendations:
9. Ensuring that families and society are made aware of the importance of play in a child’s life.
10. Adopt and implement the proposed educational modules, given their positive impact on the development of pupils’ intelligence levels.
11. Design educational programmes based on various physical games to develop all aspects of pupils’ mental abilities.
12. Allowing primary school pupils sufficient time to learn various motor skills through educational play
13. To make the most of the childhood stage to develop various mental abilities, as this is the most suitable stage for doing so
14.  Capitalising on children’s natural inclination towards and interest in play during this age group to develop various aspects of their personality
15. Expanding the scope of research to include other research communities.

References:

• Ijlal Muhammad Yusra. (1988). Intelligence Tests for Children (2nd ed.). Cairo, Egypt: Am al-Kitab.
• Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons

§  Hassani, Iman. (2018). The Role of Play in the Development of Intelligence in Children with Down’s Syndrome. Master’s thesis in Educational Psychology and Learning Difficulties. Faculty of Humanities and Social Sciences. Mohamed Khider University. Biskra. Algeria.

• Saddam Fakhri Bertou, Kaisar Mohamed Mahdi, Sara Abdel Sattar Ali, (2019), The Effect of Small Games on the Development of Intelligence in Children in Riyadh Aged 4–5 Years, Contemporary Sports Journal, Vol. 18, No. 02, pp. 259–272
• Videnovik, M., Trajkovik, V., Kiadevski, T., & Vold, A. (2019). Effects of game-based instruction on the results of primary school children taking a course. Education Sciences, 9(3), 201. https://doi.org/10.3390/educsci9030201
• Mahdi Rashid Nimer Jiosi (2020), The Effect of Educational Games on the Development of Creative Thinking in Children Attending Nursery Schools in the City of Tulkarm, Journal of Psychological and Educational Sciences, Volume 06, Issue 02, pp. 70–92
• Nedungadi, P. (2023). Digital games and learning in K-12 classrooms: A guide for teachers and researchers. Routledge
• Masoud Akabi, (2024), The Effect of a Proposed Sports Programme Using Movement Games on Improving Intelligence Levels in Pre-school Children (5–6 years), Journal of Society and Sport, Vol. 07, No. 01, pp. 141–155
• Olson, A., & Chang, M. (2024). Game-based learning in early childhood education: A systematic review and meta-analysis. PMC/National Institutes of Health (NIH). https://www.ncbi.nlm.nih.gov/pmc/
• Sarı, U., & Toker, S. (2025). The effect of mind and intelligence games on critical thinking tendencies and decision-making skills of primary school students. International Technology and Education Journal, 9(1), 15–32
• Turan, Z., & Meral, E. (2025). Gamification and artificial intelligence in education: A review of innovative approaches to fostering critical thinking. IEEE Transactions on Learning Technologies, 18, 45–58. https://doi.org/10.1109/TLT.2025.xxxxxxx