Abstract
This study investigates how motor and cognitive load affect selective attention in school-aged children, using both scientifically validated and innovative assessment tools. Twentythree children (aged 7–9) completed the Multiple Features Target Cancellation (MFTC) test and the Italian version of the Physical Activity Questionnaire for Children (PAQ-C-It), followed by three weekly experimental sessions using the Witty SEM system (Microgate, Bolzano, Italy) under three conditions: Static, Motor Load (short-distance running), and Cognitive Load (academic problem-solving). Each session, included two task modalities: colour and shape condition. The study aimed to: (1) compare attentional performance across static, motor, and cognitive load conditions; and (2) evaluate the potential of the Witty SEM system as a dynamic and engaging alternative to traditional paper-based assessments. Results showed significant declines in both accuracy and efficiency under increased load. Specifically, accuracy diminished from 0.95±0.09 (static) to 0.78±0.09 (motor load) and 0.65±0.17 (cognitive load) in the colour condition (p < 0.001), and from 0.89±0.18 (static) to 0.74±0.12 (motor load) and 0.60±0.16 (cognitive load) in the shape condition (p < 0.001). Efficiency also decreased significantly from 0.67 ± 0.28 (static) to 0.38 ± 0.23 (motor load) in the colour condition (p = 0.007), and from 0.57 ± 0.20 (static) to 0.40 ± 0.27 (cognitive load) in the shape condition (p = 0.003). A moderate, though non-significant, correlation was found between in MFTC and Witty SEM efficiency scores in the static shape condition (r = 0.392, p = 0.064), suggesting possible overlap in attentional processes between the two tools. No significant differences were found between physically active and inactive children, as classified by the PAQ-C-It. These findings suggest that the Witty SEM system could be sensitive to attentional changes under dual-task conditions and may represent a promising, engaging, and ecologically valid tool for assessing attention in children. Its integration into educational and athletic contexts could offer new opportunities for evaluating attentional functioning in realistic, movement-rich environments. However, future research would be needed to confirm these preliminary results in larger and more diverse samples, ideally incorporating instrumental measures of physical activity and longitudinal designs.