Relationship between motor coordination and academic performance in schoolchildren ages 6 to 11

  1. Cenizo-Benjumea, José Manuel 1
  2. Galvez Gonzalez, Javier 1
  3. Ferreras-Mencía, Soledad 2
  4. Ramírez-Lechuga, Jorge 1
  1. 1 Universidad Pablo de Olavide, Sevilla, España
  2. 2 Universidad Pontificia de Comillas, Madrid, España
Revista:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Any de publicació: 2024

Títol de l'exemplar: Hacia una Educación Física transformadora: Aprendizaje-Servicio

Volum: 17

Número: 35

Pàgines: 97-108

Tipus: Article

DOI: 10.25115/ECP.V17I35.9613 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Espiral. Cuadernos del profesorado

Resum

The practice of physical activity during childhood has been associated with positive effects on some cognitive processes. The objective was to analyze the relationship between motor coordination and academic performance in schoolchildren. A total of 473 participants (255 boys and 218 girls) aged between 6 and 11 years from a Primary Education center in the province of Seville. The 3JS test was used to assess motor coordination (locomotion and object control). Academic performance was obtained by taking the grades from the ordinary evaluation of the common areas in the educational period studied, in the instrumental areas (Mathematics and Language) and specific areas (Natural Sciences, Social Sciences, English and Art). Schoolchildren with good-very good motor coordination showed differences (p < .001) in the different academic performance variables with respect to the two motor coordination groups (normal and low-very low). It can be concluded that: 1) the level of motor coordination is positively related to overall academic performance and to academic performance in instrumental and specific areas, 2) locomotion shows a significant relationship with academic performance and, 3) turning is the motor skill with the greatest influence on overall academic performance.

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