The Relationship between Executive Functions and Gross Motor Skills in Rural Children Aged 8–10 Years

Fathirezaie, Zahra; Matos, Sérgio; Khodadadeh, Elham; Clemente, Filipe Manuel; Bădicu, Georgian; Silva, Ana Filipa; Sani, Seyed Hojjat Zamani; Nahravani, Samaneh

doi:10.3390/healthcare10040616

Cited by 7 publications

(7 citation statements)

References 41 publications

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“…25 Gross motor skills involve the ability to use major muscle groups to perform coordinated movements, while fine motor skills are regulated by small muscles or secondary muscle groups. 26 Playing various games in schools affects students' performance and improves both their gross and fine motor skills. 27 Furthermore, performing traditional games in physical education allows students to have enjoyable activities, achieve physical readiness, and acquire good motor skills.…”

Section: Traditional Games and Physical Factorsmentioning

confidence: 99%

“…27 Furthermore, performing traditional games in physical education allows students to have enjoyable activities, achieve physical readiness, and acquire good motor skills. 26 Considering that the primary goal of the school is to facilitate the most comprehensive learning for all students, it necessitates supporting them based on their abilities, interests, and motivations. 28 Indigenous local games are performed in schools with the aim of enhancing motor skills and motivating students.…”

Section: Traditional Games and Physical Factorsmentioning

confidence: 99%

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Be More Active with Traditional Games: Traditional Review

HASSANI,

AFAZELI

2024

Turkiye Klinikleri J Sports Sci

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The natural growth pattern of a child shows that there is an upward trend in all cognitive, perceptual, sensory-motor, emotional, and social aspects. 1 Based on the background, the importance of movement in the growth and refinement of perceptual, verbal, visual abilities and their coordination with muscles, as well as the child's nervous system, has been confirmed. A child has a strong inclination towards movement, and this always profoundly impacts their life. 2 The industrialization of countries and living in apartments has led to sedentariness in children. This lack of movement, in addition to health problems, has

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Section: Traditional Games and Physical Factorsmentioning

confidence: 99%

Section: Traditional Games and Physical Factorsmentioning

confidence: 99%

Be More Active with Traditional Games: Traditional Review

HASSANI,

AFAZELI

2024

Turkiye Klinikleri J Sports Sci

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“…Most of the studies that evaluated the relationship between EFs and gross motor skills throughout childhood prioritized understanding the relationship in the opposite direction, that is, gross motor skills as predictors of each of the EFs separately [51][52][53][54][55][56]. However, in the preschool period, results in eutrophics are controversial [53,54] as they depend on which EFs were analyzed and how they were evaluated, that is, whether or not cognitive flexibility was included [54][55][56], and the level of task difficulty [38,39,57].…”

Section: Introductionmentioning

confidence: 99%

Association between executive functions and gross motor skills in overweight/obese and eutrophic preschoolers: cross-sectional study

et al. 2022

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Background Preschool age (3–5 years old) is a crucial period for children to acquire gross motor skills and develop executive functions (EFs). However, the association between the qualitative gross motor skills and EFs remains unknown in preschoolers, especially among overweight and obese children. Methods This was a cross-sectional, exploratory, and quantitative study carried out on 49 preschool children, divided into two subgroups according to their body mass index (overweight/obese: 24; eutrophic [normal weight]: 25). The mean age was 4.59 years. More than half of the sample were boys (55%) and most of the mothers had completed high school (67%) and were class C socioeconomic level (63%). Gross motor skills were assessed using the Test of Gross Motor Development-2, while EFs were evaluated using Semantic verbal fluency (SVF), Tower of Hanoi (TH), Day/Night Stroop, and Delayed Gratification tests. Multiple linear regression models adjusted for sex, age, maternal education, socioeconomic status, quality of the home environment, and quality of the school environment using the stepwise method were executed, considering the cognitive tasks as independent variables and gross motor skills as dependent variable. Results The overweight/obese preschoolers showed worse locomotor skills than their eutrophic peers and below average gross motor quotient (GMQ). Overweight/obese girls performed worse in OC skills than boys with excess weight. SVF (number of errors) and TH (rule breaks) explained 57.8% of the variance in object control (OC) skills and 40.5% of the variance in GMQ (p < .05) in the overweight/obese children. Surprisingly, there was no significant association between any of the EF tasks and gross motor skills in the eutrophic children. Conclusion A relationship between EF tasks (number of errors in SVF and rule breaks in TH) and gross motor skills (OC and GMQ) was demonstrated in the overweight/obese preschoolers, indicating that worse cognitive flexibility, working memory, planning, and problem solving are associated with worse gross motor skills in this population when compared to eutrophic children.

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“…However, the current literature has indicated the relationship between motor skills (MOBAK-5) and working memory in children aged 10–12 years, and no relationship has been found in inhibition control and motor skills and in switching tests and any type of motor skills (Ludyga et al, 2019 ). In contrast, another recent study demonstrated that among the components of EFs (BRIEF), inhibition, working memory, planning/organizing, and organization had a significant relationship with gross motor skills (TGMD-2) in children aged 8–10 years, with success rates of 48, 39, 25, and 43%, respectively, and found locomotor and EF presented a linear association [beta = 0.56, p < 0.01; (Athirezaie et al, 2022 )]. This laid the foundation for the research hypothesis to test the regression relationship between GMC and EF.…”

Section: Introductionmentioning

confidence: 99%

Associations Between Gross Motor Coordination and Executive Functions: Considering the Sex Difference in Chinese Middle-Aged School Children

2022

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Considering that motor and cognitive processes are intertwined and inhibit or help each other throughout life and that primary school age is one of the most critical stages of children's cognitive and motor development, this study aimed to investigate the relationship between executive functions and gross motor skills in Chinese children aged 9–10 years, as well as gender differences. The flanker task, the 1-back task, the more-odd shifting task, and the test of gross motor coordination (Körperkoordinationtest für Kinder) were used to collect data on executive functions and gross motor coordination. The results were as follows. First, there was a weak association between gross motor coordination and the inhibition reaction time in the congruent test and the reaction time of working memory (r = −0.181 to −0.233), but no association was found between gross motor coordination and cognitive flexibility. Second, a weak-to-moderate correlation was presented between the move sideways test and the inhibition reaction time in the congruent test and the reaction time in the refreshing test of the working memory (r = −0.211 to −0.330). Finally, gender influenced on the relationship between gross motor coordination and the reaction time of both inhibition (βGender = −0.153, p < 0.05) and working memory (βGender = −0.345, p < 0.01). To conclude, our results suggest that children with better motor coordination skills require less reaction time, especially girls, and this association was more substantial than in boys. The finding supports the current assertion that there are commonalities between gross motor coordination and cognitive control by showing the relationship between gross motor coordination and complex cognitive processes (executive function) in preadolescent children.

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The Relationship between Executive Functions and Gross Motor Skills in Rural Children Aged 8–10 Years

Cited by 7 publications

References 41 publications

Be More Active with Traditional Games: Traditional Review

Be More Active with Traditional Games: Traditional Review

Association between executive functions and gross motor skills in overweight/obese and eutrophic preschoolers: cross-sectional study

Associations Between Gross Motor Coordination and Executive Functions: Considering the Sex Difference in Chinese Middle-Aged School Children

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