Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Kirstin Macdonald,Robin Orr,Nikki Milne,Rodney Pope

doi:10.3390/ijerph15081603

Abstract

Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

Highlights

Childhood curriculum and pedagogical approaches aim to promote holistic attitudes to teaching and learning which recognise the important contribution a child’s physical, cognitive, social, and emotional development has on their learning and readiness to start school [1].upon school entry, the primary focus of learning often shifts to developing students’academic skills, in numeracy and literacy [2]
The overall objective of this systematic review was to identify, critically appraise, and synthesize the findings of studies examining the relationship between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents
A total of 29 (57%) of the observational studies (14 longitudinal and 15 cross-sectional) from the present review investigated the relationship between fine motor proficiency and academic performance in mathematics

Summary

Introduction

Childhood curriculum and pedagogical approaches aim to promote holistic attitudes to teaching and learning which recognise the important contribution a child’s physical, cognitive, social, and emotional development has on their learning and readiness to start school [1]. Academic skills, in numeracy and literacy [2]. There may be less dedicated time in the school curriculum for encouraging the ongoing physical development of students, which ideally aims to support the acquisition of motor skills and foster positive attitudes towards physical activity (PA) [3]. The disparity between the competing priorities of physical versus academic development has been debated in recent years due to increasing awareness of the global public health implications of growing physical inactivity and sedentary time in youth [4]. Public Health 2018, 15, 1603; doi:10.3390/ijerph15081603 www.mdpi.com/journal/ijerph

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