Abstract
Postural stability was previously associated with academic achievements among primary school children, but only little is known on how cognitive-motor processes underlie academic achievements. This research was primarily aimed at investigating cognitive-motor performance (e.g., single vs. dual-task gait) and it correlates with achievements in math and language-arts. Fifth-graders (N = 86) performed several motor tasks while their mediolateral trunk sway was assessed using a Kinect 3D sensor. Achievements in math and language-arts were assess one's comply with motor task demands using standardized tests.
Highlights
Academic achievements are contributed by various social and cognitive factors, all directly or indirectly linked to executive functions (EF)
EF were shown to be positively correlated with academic achievements in language arts and math, such that stronger executive abilities typically manifested with higher academic scores during elementary and middle school [2]
Motor performance data was first processed in order to refine the assessment of stability
Summary
Academic achievements are contributed by various social and cognitive factors, all directly or indirectly linked to executive functions (EF). Gait and balance performance is mainly determined by one's own ability to initiate or maintain motor action (i.e., planning and executing), to adjust or withhold an action (i.e., response regulation and inhibition), and by the ability to divide attentional resources and allocate them to different simulations actions (i.e., divided attention) [3]. This intimate connection between EF and motor activity led scholars to suggest over the past few years, that motor activities may benefit academic achievements by strengthening EF [4]
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