Macdonald K1, Milne N1, Orr R1, Pope R1,2
1Bond University, Physiotherapy Program, Faculty of Health Sciences and Medicine, Gold Coast, Australia, 2Charles Sturt University, School of Community Health, Thurgoona, Australia
Background: Positive associations exist between physical activity (PA), cognition and academic performance in children and adolescents. The exact parameters of PA required to impact cognitive functioning in youth remains unclear. Therefore, further research is required to investigate how the components of fine and gross motor proficiency may be related to the academic performance of school students.
Purpose: 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.
Methods: A systematic search of electronic databases (EBSCO, PubMED, PsychINFO, and Web of Science) was undertaken in February 2018 to identify relevant observational and experimental studies investigating relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. Eligible studies were critically appraised using a modified Downs and Black checklist and key data were extracted. Significant and non-significant associations reported by observational studies were summarized, coded and narratively synthesized. Key findings from experimental studies examining the impact of motor skill interventions on academic performance were also synthesized.
Results: Fifty-five studies (51 observational, 4 experimental) were eligible for inclusion. Findings revealed significant very weak-to-strong positive associations between mathematics performance and fine motor precision (4/6 studies), fine motor integration (15/16 studies), manual dexterity (6/10 studies) and total fine motor scores (9/9 studies). Significant very weak-to-weak positive associations were found between mathematics performance and upper limb coordination (4/6 studies), speed and agility (6/9 studies) and total gross motor scores (10/14 studies). There was evidence to support a significant very weak-to-strong positive relationship between reading performance and fine motor integration (17/22 studies) and total fine motor scores (6/7 studies). Significant very weak-to-weak positive associations were reported between academic performance in reading and upper limb coordination (4/6 studies) and total gross motor scores (9/15 studies). Finally, the findings from four experimental studies revealed significant effects of motor skill interventions on academic performance in mathematics/reading for students in the early years of school, however, several methodological limitations relating to the external and internal validity of these studies were apparent.
Conclusion(s): 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 several components of gross motor proficiency. Preliminary evidence from a limited 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 experimental designs to explore more extensively the effect of motor skill interventions on the academic performance of school-aged children and adolescents.
Implications: Findings supporting associations between several components of motor proficiency and academic performance in mathematics and reading are relevant to both education and paediatric health professionals (including physiotherapists and occupational therapists) through their role in the assessment of children's motor proficiency and delivery of motor skill programs within the school setting.
Keywords: Fine and gross motor proficiency, academic performance, school-aged children
Funding acknowledgements: This research was supported by an Australian Government Research Training Program Scholarship.
Purpose: 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.
Methods: A systematic search of electronic databases (EBSCO, PubMED, PsychINFO, and Web of Science) was undertaken in February 2018 to identify relevant observational and experimental studies investigating relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. Eligible studies were critically appraised using a modified Downs and Black checklist and key data were extracted. Significant and non-significant associations reported by observational studies were summarized, coded and narratively synthesized. Key findings from experimental studies examining the impact of motor skill interventions on academic performance were also synthesized.
Results: Fifty-five studies (51 observational, 4 experimental) were eligible for inclusion. Findings revealed significant very weak-to-strong positive associations between mathematics performance and fine motor precision (4/6 studies), fine motor integration (15/16 studies), manual dexterity (6/10 studies) and total fine motor scores (9/9 studies). Significant very weak-to-weak positive associations were found between mathematics performance and upper limb coordination (4/6 studies), speed and agility (6/9 studies) and total gross motor scores (10/14 studies). There was evidence to support a significant very weak-to-strong positive relationship between reading performance and fine motor integration (17/22 studies) and total fine motor scores (6/7 studies). Significant very weak-to-weak positive associations were reported between academic performance in reading and upper limb coordination (4/6 studies) and total gross motor scores (9/15 studies). Finally, the findings from four experimental studies revealed significant effects of motor skill interventions on academic performance in mathematics/reading for students in the early years of school, however, several methodological limitations relating to the external and internal validity of these studies were apparent.
Conclusion(s): 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 several components of gross motor proficiency. Preliminary evidence from a limited 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 experimental designs to explore more extensively the effect of motor skill interventions on the academic performance of school-aged children and adolescents.
Implications: Findings supporting associations between several components of motor proficiency and academic performance in mathematics and reading are relevant to both education and paediatric health professionals (including physiotherapists and occupational therapists) through their role in the assessment of children's motor proficiency and delivery of motor skill programs within the school setting.
Keywords: Fine and gross motor proficiency, academic performance, school-aged children
Funding acknowledgements: This research was supported by an Australian Government Research Training Program Scholarship.
Topic: Paediatrics; Health promotion & wellbeing/healthy ageing; Service delivery/emerging roles
Ethics approval required: No
Institution: N/A
Ethics committee: N/A
Reason not required: As this work involved a systematic review, ethics approval was not required.
All authors, affiliations and abstracts have been published as submitted.
