The effect of gamified physical exercise on balance and cognitive performance in elderly women.

Document Type : Research Paper

Authors

1 Department of Motor Behaviour, Isf.C., Islamic Azad University, Isfahan, Iran.

2 Department of Sports Science , Na.C., Islamic Azad University, NajafAbad, Iran

3 Department of Sport Physiology, Isf.C., Islamic Azad University, Isfahan, Iran.

Abstract
Abstract
Introduction: Aging is one of the most significant issues in global societies. Due to the effects of aging on balance and cognitive function, and the lack of regular participation in physical activity, this study aimed to investigate the effects of game-based training on balance and cognition in elderly women.
Methods: This experimental and applied study was single-blind and included a control group. The participants were 40 elderly women aged 65 to 75, selected through convenience sampling and randomly assigned to either an intervention or control group. Both groups participated in their respective training programs for 8 weeks. The difference between the two groups was that the intervention group engaged in game-based training, while the control group performed conventional exercise. The tools used in this study were the Berg Balance Test and the Montreal Cognitive Assessment (MoCA).
Results: Based on multivariate and univariate ANCOVA analyses, conventional exercise had a greater effect on improving balance in elderly women compared to game-based training. However, game-based training showed a greater effect on enhancing cognitive performance than conventional exercise.
Conclusion: Game-based training not only improved balance and cognitive function but also created a joyful social environment among the participants. According to participant feedback, the atmosphere of the game-based sessions was significantly more engaging and enjoyable than conventional training sessions, leading to increased enjoyment, motivation, and adherence to exercise programs among the elderly.

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Articles in Press, Accepted Manuscript
Available Online from 29 July 2026

  • Receive Date 17 April 2025
  • Revise Date 27 December 2025
  • Accept Date 10 February 2026