Perceptual-motor skills form the foundation for advanced future skills. This study aimed to investigate the effects of perceptual-motor programs on Stroop performance and the enhancement of the theory of mind in 8-12-year-old girls in Rasht. The research utilized a semi-experimental design with pre-test and post-test and a control group. A total of 24 children, with a mean age of 10.5 ± 1.2 years, were selected via convenience sampling and randomly assigned to experimental and control groups (n=12 each). The training protocol consisted of 16 sessions of 45 minutes over eight weeks, focusing on balance, spatial awareness, temporal awareness, body awareness, and orientation exercises. Stroop performance was assessed using a computerized Stroop test, and the theory of mind was evaluated using Sternman’s 38-item scale. Data were analyzed using independent t-tests in SPSS-23 software (p<0.05). Results indicated significant improvements in the experimental group compared to the control group in emotion recognition and pretend play (p=0.023), understanding false beliefs (p=0.011), understanding humor and secondary false beliefs (p=0.048), and Stroop effect time (p=0.015). These findings suggest that perceptual-motor programs can enhance Stroop performance and the theory of mind in children.
