Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

Abstract

ObjectiveTo investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests.MethodsThis cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension.ResultsBoth fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension.ConclusionsThe data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the causality of these associations.

Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children

“…Currently, the majority of the performed studies have been concerned with linking cognitive functions (Hillman et al, 2005; Voss et al, 2011) and academic achievements (Castelli et al, 2007; Chaddock-Heyman et al, 2015) to cardiovascular fitness in cross-sectional designs. Recent cross-sectional studies have positively linked motor skills to cognitive and academic measures (Kantomaa et al, 2013; Lopes et al, 2013; Haapala et al, 2014; Geertsen et al, 2016) and recent reviews have stressed the importance of the qualitative characteristics of the performed physical activity as compared to the quantitative characteristics of the physical activity (Best, 2010; Pesce, 2012; Diamond, 2015). In general, however, less focus has been paid to the qualitative characteristics of physical activity, and the relation of these to cognitive functions and academic achievements.…”

“…Furthermore, no previous studies have investigated the effects of different qualitatively focused motor enriching interventions (fine vs. gross motor skill) on cognitive and academic performance in children. Recently published cross-sectional study have indeed indicated that different coordinative motor skills, including both gross and fine motor skills, are associated with objective measures of cognitive functions and academic achievement, including mathematical performance, in children (Kantomaa et al, 2013; Haapala et al, 2014; Geertsen et al, 2016). While these associations are intriguing, they are correlational in nature.…”

“…Additionally, previous studies evaluating the effects of classroom-based physical activity interventions have not accounted for cognitive and motor covariates related to academic achievements, including executive functions (St. Clair-Thompson and Gathercole, 2006; Bull et al, 2008), short-term memory (Raghubar et al, 2010) and motor skills (e.g., Geertsen et al, 2016). Importantly, theoretical models have been proposed, suggesting a mediating role for cognitive efficiency, and particularly executive and metacognitive functions, in the relationship between physical activity and academic achievements (Howie and Pate, 2012; Tomporowski et al, 2015).…”

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“…There is evidence that exercise can improve academic performance in adolescents without disability 39 and psychosocial health in children with cerebral palsy. 40 It is hoped that promotion of physical activity in childhood can set the course for a healthy lifestyle that prevents or minimizes fatigue, pain, and depression experienced by adults with cerebral palsy and other childhood-onset disabilities.…”

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“…In practice, considering the human movements, EF are based on the ability to plan the action before the realization and the ability to predict the potential effects of specific actions. These functions are essential for mental and physical health [9]; for academic success [11]; for cognitive or psychological development [12] and then for social appreciation [9]. Thus they need an earlier development process during childhood [9] [13] using stimulus for problem-solving experiences, planning of events and association of concepts [14].…”