Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children

Abstract

These findings indicate the significant affect of psychomotor ability on learning outcomes and consequently the need to assess these in considering learning difficulties, and as such these findings also advance understanding of developmental neural mechanisms underpinning the relationships.

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

“…One study by Geertsen et al [69] found that better performance in a gross motor task (i.e., a shorter time to complete a coordination wall task) was associated with better scores on a standardized mathematics test. Another study by Murrihy et al [75] reported a significant weak positive correlation (r = 0.26, p < 0.05) between a finger-to-nose test and a standardized mathematics test. However, a study by Van Niekerk [45] reported conflicting results, with a significant weak positive correlation (r = 0.23, p < 0.05) found between a task involving tapping feet and fingers and teacher-reported maths results for boys and girls, but no significant association found between a jumping-in-place task (same sides synchronized) and teacher-reported maths results.…”

“…A total of five studies [44,45,68,74,75] analysed the relationship between balance and academic performance in mathematics. One study [74] assessed balance using a static single leg balance task, reporting several significant very weak to weak positive correlations (r = 0.26–0.37) between the balance task and mathematical performance.…”

“…This same study [74] reported significant partial correlations (controlling for age, attentional and reasoning capabilities) between balance tasks with eyes closed and complex arithmetic tasks but non-significant partial correlations with more simple arithmetic tasks. Collectively, the three remaining studies [44,68,75], with fair to good methodological quality, found no significant association between balance and mathematics performance. Overall, summary coding suggests there was a sufficient level of evidence to support no significant relationship between balance and academic performance in mathematics (see Table 1).…”

“…Only three studies [45,69,75] examined associations between bilateral coordination and academic performance in mathematics. One study by Geertsen et al [69] found that better performance in a gross motor task (i.e., a shorter time to complete a coordination wall task) was associated with better scores on a standardized mathematics test.…”

“…A total of seven studies [42,45,46,68,73,75,76] examined the relationship between speed and agility and mathematical skills, with six studies [42,45,46,68,73,76] using the shuttle run to assess speed and agility. Only one study [45] was classified as having ‘poor’ methodological quality.…”