Background: In the recent years, there has been considerable interest in the evolution of physical education teaching approaches, ranging from a traditional teacher-centered approach to a student-centered approach. Aim: This study aims at assessing the changes in students’ motor proficiency and cognitive ability after a four-month Native-Local games intervention based on the TGFU-GS with children. Martials and Methods: A semi-experimental research design with a pretest-posttest design and two experimental groups was used, adopting the convenience method. Two groups of children engaged in 12 weeks of TGFU-GS approach (n=13, age=10.78±0.93 years) or the traditional (n=14, age=10.63±0.72 years) approach. The Bruininks–Oseretsky test of motor proficiency and the Simon effect test of cognitive ability were utilized. Results: The results of a mixed ANOVA showed that the TGFU-GS approach had a greater positive effect on motor proficiency and cognitive ability than the traditional or linear approach. The intra-group analysis also showed that although both groups had progressed, the TGFU-GS group made more progress. Conclusion: Our findings suggest that TGfU-GS can be a valid alternative to traditional methodologies not only when a PE unit aims to stimulate the cognitive ability, but also for the development of motor proficiency attributes that may help pupils develop comprehensively.