Physical Activity, Fundamental Motor Skill Development, And Self-regulation In Preschool-aged Children

Abstract

Physical activity (PA) and motor skill development (MSD) have been shown to impact cognitive aspects of self-regulation (attention, working memory, and inhibition). However, there is little evidence supporting these relationships in preschool-aged children (3-5 years old). PURPOSE: Determine if PA and MSD are associated with the cognitive aspects of self-regulation in preschool-aged children. METHODS: Participants were 24 preschool-aged children (4.6 + 0.7y, 16 females) attending a university preschool. On Day 1, an ActiGraph GT3X+ was placed on the hip of each participant and worn for 7 consecutive days during waking hours to assess PA. Minutes per hour spent in light, moderate, and vigorous PA were calculated using the Pate cutpoints. Additionally, on Day 1, the Test of Gross Motor Development-2nd Edition was used to measure MSD. On subsequent days, cognitive aspects of self-regulation (one assessment per day) were measured via the Head Knees Toes Shoulders (all aspects) and the Early Years Toolbox [Card Sorting (attention shifting), Mr. Ant (visual/spatial working memory), Not This (phonological working memory), and Go-NoGo (inhibition)]. Tertile groups created from self-regulation scores were analyzed using one-way ANOVAs to determine differences in PA and MSD scores among groups for each test of self-regulation. RESULTS: Average ActiGraph GT3X+ wear time was 9.9 ± 2.7 hours/day for 6.4 ± 1.5 days/week. Average time spent in light, moderate, and vigorous intensity PA averaged 14.6 min/hour. MSD scores averaged at the 58th percentile. Performance on the “Not This” task was significantly associated with locomotor, object control, and total motor skill development scores (F(2,21) = 4.203, F(2,21) = 4.558, F(2,21) = 4.777, p < 0.05, respectively). Performance on the “Mr. Ant” task approached significance with both locomotor and total motor skill development scores (F(2,21) = 2.714, p = 0.089, F(2,21) = 2.806, p = 0.083, respectively). There were no differences in PA or MSD scores for any other self-regulation assessment. CONCLUSION: It appears higher levels of MSD are associated with higher working memory scores. This association may be due to the fact that many motor skills require sequencing of activity (e.g. galloping, throwing, etc.) which may tap into the child’s working memory to execute those skills.