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

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  • Kirstin Macdonald

    (Physiotherapy Program, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4229, Australia)

  • Nikki Milne

    (Physiotherapy Program, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4229, Australia)

  • Robin Orr

    (Physiotherapy Program, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4229, Australia)

  • Rodney Pope

    (Physiotherapy Program, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4229, Australia
    School of Community Health, Charles Sturt University, Thurgoona, NSW 2640, Australia)

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.

Suggested Citation

  • Kirstin Macdonald & Nikki Milne & Robin Orr & Rodney Pope, 2018. "Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review," IJERPH, MDPI, vol. 15(8), pages 1-28, July.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:8:p:1603-:d:160574
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Louis Manfra & Christina Squires & Laura H. B. Dinehart & Charles Bleiker & Suzanne C. Hartman & Adam Winsler, 2017. "Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 528-537, September.
    3. Kate Lyons & Cameron Radburn & Robin Orr & Rodney Pope, 2017. "A Profile of Injuries Sustained by Law Enforcement Officers: A Critical Review," IJERPH, MDPI, vol. 14(2), pages 1-21, February.
    4. Hermundur Sigmundsson & Kjellrun Englund & Monika Haga, 2017. "Associations of Physical Fitness and Motor Competence With Reading Skills in 9- and 12-Year-Old Children: A Longitudinal Study," SAGE Open, , vol. 7(2), pages 21582440177, June.
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    Cited by:

    1. Dan Jones & Alison Innerd & Emma L. Giles & Liane B. Azevedo, 2021. "The Association between Physical Activity, Motor Skills and School Readiness in 4–5-Year-Old Children in the Northeast of England," IJERPH, MDPI, vol. 18(22), pages 1-13, November.
    2. Soukaina Hattabi & Pedro Forte & Filip Kukic & Asma Bouden & Mona Have & Hamdi Chtourou & Andrew Sortwell, 2022. "A Randomized Trial of a Swimming-Based Alternative Treatment for Children with Attention Deficit Hyperactivity Disorder," IJERPH, MDPI, vol. 19(23), pages 1-14, December.
    3. Soyang Kwon & Meghan O’Neill, 2020. "Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey," IJERPH, MDPI, vol. 17(12), pages 1-14, June.
    4. Van Han Pham & Sara Wawrzyniak & Ireneusz Cichy & Michał Bronikowski & Andrzej Rokita, 2021. "BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam," IJERPH, MDPI, vol. 18(3), pages 1-8, February.

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