This research aimed to explore cognitive-motor rehabilitation as well as its effectiveness on the motivation of both male and female elementary school students. The statistical population consisted of all girls and boys from two elementary schools in District 6 of Tehran along the academic year 2023-2024, In this study, a purposive sampling method was employed. A total of 30 students (15 girls and 15 boys) were randomly selected from the statistical population, which included all girls and boy’s students from two elementary schools in District 6 of Tehran. This selection was made in such a way that each student had an equal chance of being chosen After administering the IVA-2 test and Herman Academic Motivation Questionnaire in these students, cognitive-motor games were implemented, followed by a post-test. Further, in both the pre-test and post-test phases, the IVA-2 test and Herman Academic Motivation Questionnaire were given to the students, with the results of the pre-test and post-test compared, which was followed by the follow-up phase. Data analysis using SPSS 26 and ANOVA revealed that the main effects of the group (experimental and control) on academic motivation were significant. Also, the eta coefficient showed that 43.5% of the variations in academic motivation was related to the training provided through games to the participants in the study. According to the results, the mentioned cognitive-motor games allowed students to actively participate in the learning process. This type of interaction can lead to greater interest and enthusiasm for learning.