Abstract
BackgroundMovement and physical activity is crucial to brain development and has a positive impact on the ability to learn. With children spending a large portion of their time in the school setting, physical activity and the development of motor skills in this environment may not only impact their overall development but may also influence their learning. The aim of this study was to investigate relationships between motor proficiency and reading skills in Year-1 children.MethodsA cross-sectional study with a single class of Year-1 students (n = 24: mean age = 6.07 ± 0.35 years). Assessments included; a) Process Assessment of the Learner (PAL-II) – Diagnostics for Reading and Writing (reading components only); b) Bruininks-Oseretsky-Test-of-Motor-Proficiency (BOT2); c) parent-reported height/weight and; d) Preparatory Year academic reports. The PAL-II was individually administered. The BOT2 was administered in small groups. Parent-reported height and weight measurements as well as Preparatory Year reports provided by the school Principal were obtained for each participant.ResultsSignificant negative relationships were obtained between Year-1 children’s total motor proficiency and silent reading ability (r = −.53 to −.59, p ≤ .01). While not significant for female students, the relationships were significant and strongly correlated for male students (r = −.738 to −.810, p ≤ .001). Children with low-average English grades demonstrated a strong positive relationship between motor proficiency and pre-reading skills, essential to functional reading (r = .664., p = .04 to r = .716, p = .04).ConclusionFor children with low-average English grades, the strong, positive relationship between motor proficiency and pre-reading skills suggests that this population may benefit from additional motor proficiency skills. Blending of motor skills within the English curriculum may benefit both of these sub-groups within a classroom environment.
Highlights
Movement and physical activity is crucial to brain development and has a positive impact on the ability to learn
Two children were reported to have a past history of an acquired brain injury. Both were reported by their parents to be typically developing at the time of the study; one child displayed below average motor skills and one child displayed above average motor skills
This relationship was only significant in male students and potentially this relationship was enhanced through the notable differences between their higher motor proficiency and lower silent reading scores when compared to female students in our study cohort
Summary
Movement and physical activity is crucial to brain development and has a positive impact on the ability to learn. With children spending a large portion of their time in the school setting, physical activity and the development of motor skills in this environment may impact their overall development but may influence their learning. The aim of this study was to investigate relationships between motor proficiency and reading skills in Year-1 children. Investigating the link between children’s motor proficiency and reading ability may provide clarity around the key factors contributing to the relationship between physical activity and academic outcomes. This information could be used in planning classroom activities to achieve optimal academic outcomes for children within the school environment. The aims of this study were to; i) investigate the relationship between motor proficiency (fine and gross) and reading skills in Year 1 students and; ii) investigate if the relationship differed between male and female students or between those with high–very high English curriculum grades compared to those with average-low English curriculum grades
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