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Introduction Today moving seems to have become a serious problem and yet we are predisposed to motion and activity, we interact with our environment through movement. The motivation to persevere is not related to external rewards, but rather to intrinsically generated emotions, furthermore, chronic aerobic exercise induces changes in brain regions that are functional to Executive Function (EF) and is important as a mediator of exercise-induced neurogenesis. In light of this, the purpose of this study is to determine whether a high-motivation protocol game based on EF development is capable of influencing a sample of adolescents aged 13-14 years-old in a secondary school. Material and Methods A sample of 75 students (39 girls; 36 boys) aged 12 - 13 years-old where involved in the study. Subjects were divided into control (football) and experimental (EF games) groups. Both groups were assessed with the Free Recall test. Results The results suggested that a physical activity based on intensity, enjoyment, and cognitive engagement is useful and transferable to school practice, in this case particularly in memory. Discussion This study suggested that the amount of qualitative physical activity should be evaluated when assessing the effect of physical activity on cognitive function. Physical activity should include an adequate amount of high intensity and cognitive involvement useful and transferable to school practice. Conclusion Educational value of physical education, in the school context this movement should not be confined to just two hours of physical education or sporadic projects but, on the contrary, it could become a fundamental choice of the whole system, through forms of motor involvement during the intervals, in the home-school paths and the high contexts of teaching. [ABSTRACT FROM AUTHOR]