Aims: The aim of this study was to investigate the effects of physical education (PE) class contents on 6-8 years school-age children's perceived exertion, psychological responses and cognitive functions. Materials and Methods: These dimensions were measured in 135 children (6.61 ± 0.58 years) before and after an 8-week different PE intervention programs [i.e. balance intervention program (BIP), game based program (GBP) or drama learning program (DLP)]. Results: With regard to the physical exertion, higher perceived exertion was found in BIP than in GBP and DLP (p < 0.01, ES = -0.5 to -1.0, small to moderate). Regarding cognitive functions, children of the GBP and the DLP significantly improved some of the cognitive functions test scores (p < 0.01 or 0.05, ES = 0.5 to 1.5, small to large). Conclusion: These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions.