Disentangling the relationship between children’s motor ability, executive function and academic achievement

Schmidt, Mirko; Egger, Fabienne; Benzing, Valentin; Jäger, Katja; Conzelmann, Achim; Roebers, Claudia M.; Pesce, Caterina

doi:10.1371/journal.pone.0182845

Cited by 130 publications

(158 citation statements)

References 110 publications

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“…Maxwell's research results support the results of this study, where motor skills (agility, balance, coordination) tend to contribute significantly to the acquisition of children's movement skills [27]. There are five basic motor skills explosive strength, speed, balance, coordination and flexibility in this study [18]. The explosive strength factor has a very strong correlation with the results of repulsion.…”

Section: Resultssupporting

confidence: 84%

“…Current Pearson product correlation to examine the relationships between variables. Alpha level p 5 0.05 to find explicit significance [6,18].…”

Section: Discussionmentioning

confidence: 97%

“…To measure the motor level of students' abilities using motor ability test to measure the motor level ability of children aged 4 to 21 years [18][19][20]. This instrument has been successfully used in various studies to determine the motor abilities of children [21][22][23].…”

Section: Instrument 1) Motor Abilitymentioning

confidence: 99%

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Correlation between Motor Ability and Long Jump Skills of Students

Kastrena¹,

Suherman²,

Ma’mun³

et al. 2019

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018)

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The purpose of this study was to investigate the correlation between motor ability and long jump ability in children adolescent based on public schools. Method: Participants in this study were high school children (n = 60, 60 boys between the ages of eighteen to nineteen years, class X). Living in Indonesia the city of Cianjur. Participation selection is based on poor long jump ability. Results and Discussion: Motor ability correlation coefficient with long jump ability r. 0.422 or p> α 0.05. This means that the relationship between motor ability and the long jump in the coefficient is quite strong. Conclusion: in doing the optimal long jump, it really requires a high motor ability factor.

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Section: Resultssupporting

confidence: 84%

“…Current Pearson product correlation to examine the relationships between variables. Alpha level p 5 0.05 to find explicit significance [6,18].…”

Section: Discussionmentioning

confidence: 97%

See 1 more Smart Citation

Correlation between Motor Ability and Long Jump Skills of Students

Kastrena¹,

Suherman²,

Ma’mun³

et al. 2019

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018)

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“…Furthermore, Pangelinan et al (2011) showed, in typically developing children, that performance on both cognitive and motor tasks is directly related to the brain structure (i.e., gray and white matter volume) of regions governing cognition and motor behavior. Recent research has also provided evidence that motor abilities are related to cognitive performance (i.e., academic achievement) through the mediation of executive functioning ( Schmidt et al, 2017 ). Yet, as far as we are aware, research based on the Strength Model investigating the neurophysiological contributions leading to cognitive control failures over successive tasks has not considered areas of the brain responsible for motor behavior.…”

Section: Introductionmentioning

confidence: 99%

Effects of Cognitive Control Exertion and Motor Coordination on Task Self-Efficacy and Muscular Endurance Performance in Children

Graham

Bray

et al. 2018

Front. Hum. Neurosci.

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Emerging research shows a strong connection between brain areas governing cognition and motor behavior. Indeed, research based on the Strength Model has shown that people perform worse on physical tasks following the exertion of high (compared to low) cognitive control which has been attributed to the dysregulation of neurophysiological processes within areas of the brain responsible for cognition. Yet, research investigating the negative aftereffects of high cognitive control (HCC) exertion on task performance has not considered the potential role of areas governing motor behavior. The present study investigated the effects of HCC exertion on task self-efficacy and exercise performance in children. A secondary purpose was to investigate whether motor coordination influences the change in exercise performance differently following low versus HCC exertion. Participants (N = 70) performed two isometric handgrip endurance trials separated by a Stroop task, which was either congruent low cognitive control (LCC) or incongruent (HCC). Motor coordination was assessed prior to the first endurance trial. Task self-efficacy for performing the second endurance trial was assessed following the Stroop task. Participants in the HCC condition reported lower task self-efficacy and showed a reduction in endurance exercise performance. Task self-efficacy mediated the cognitive control—performance relationship. Participants scoring lower on motor coordination showed the greatest declines in exercise performance following HCC, whereas motor coordination did not affect performance following LCC. The results of this study provide evidence that task self-efficacy and exercise performance are also negatively affected in children following HCC, and interestingly, these effects are exacerbated among those scoring lower in motor coordination. We recommend future research investigate motor coordination as a potential mechanism for the reductions in both cognitive and physical task performance following the prolonged exertion of HCC.

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“…First, noncognitive conditions, such as motor and sensory skills have a critical role in cognitive development. [8][9][10][11] Are there studies that account for influences of motor and/or sensory impairments on the neuropsychological outcomes of epilepsy surgery in childhood? Second, a score on a cognitive test, for example, a memory score can be low because of a language problem or an intelligence score on a timed problem-solving task can be low because of low mental speed.…”

Section: Questionsmentioning

confidence: 99%

Reflection on Assessing the Development of Children after Epilepsy Surgery

Jennekens‐Schinkel

Schooneveld

2018

J Pediatr Epilepsy

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Children of schoolage having similar medical and neuropsychological conditions but entirely different life courses after left-sided hemispherectomy led us to reflect on sources of differences in development after epilepsy surgery. Two recent reviews exposed the impact of epilepsy-related variables on the cognitive outcomes and concluded that overall the surgical procedures had not caused additional harm. Our aim was to see whether facilitating or impeding influences—other than epilepsy and epilepsy surgery—were addressed in the literature regarding cognitive outcome. Further review of the literature did not yield information on influences of variables that are known to affect normal development; no study addressed influences of motor and/or sensory impairments. Few studies discussed interference of deficits in other cognitive domains with the target domains. The influences of gender and of an important environmental aspect, family factors, etc., were underexposed as well. Understanding why one child adjusts to her/his novel life situation and another child with apparently similar abilities and impairments is unable to do so, is essential for adequate counseling. A more biographical approach of cognitive development is proposed to understand the differential life courses of children and adolescents with a history of epilepsy surgery. A perspective of “functioning” rather than cognitive “functions,” conceived of as independent entities, will help bridge the gap between neurocognitive and more biographical approaches to the functioning of children after epilepsy surgery.

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Disentangling the relationship between children’s motor ability, executive function and academic achievement

Cited by 130 publications

References 110 publications

Correlation between Motor Ability and Long Jump Skills of Students

Correlation between Motor Ability and Long Jump Skills of Students

Effects of Cognitive Control Exertion and Motor Coordination on Task Self-Efficacy and Muscular Endurance Performance in Children

Reflection on Assessing the Development of Children after Epilepsy Surgery

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