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Interlimb coordination and academic performance in elementary school children
Author(s) -
Silva Pacheco Sheila Cristina,
Gabbard Carl,
Ries Lilian Gerdi Kittel,
Bobbio Tatiana Godoy
Publication year - 2016
Publication title -
pediatrics international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 63
eISSN - 1442-200X
pISSN - 1328-8067
DOI - 10.1111/ped.12972
Subject(s) - motor coordination , gross motor skill , academic achievement , motor skill , cognition , test (biology) , medicine , developmental psychology , balance (ability) , association (psychology) , effects of sleep deprivation on cognitive performance , psychology , physical medicine and rehabilitation , psychiatry , paleontology , psychotherapist , biology
Background The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual–motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8–11 years. Methods Motor and academic skills were examined in 100 Brazilian children using the Bruininks–Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. Results There was a significant difference between groups for Total Motor Composite ( P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. Conclusion Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems.