Motor Competence and Academic Achievement in school-aged children: a cross-sectional analysis from the break4brain project

Abstract

[eng] Motor competence, understood as an individual's ability to interact with their environment, also plays a significant role in students' academic performance. The main objective of this study was to investigate the relationship between motor competence and academic performance in preadolescent children (10-13 years old). This cross-sectional study involved a total of 100 boys and girls aged between 10 and 13 years (n=53 and n=47, respectively), with a mean age and standard deviation of 11.8 ± 0.88 years. Motor competence was assessed using the Bruininks-Oseretsky Test, 2nd edition (BOT-2). Academic performance was evaluated using the Wodcook Muñoz III battery, including subtests for writing, reading, mathematics, and overall performance. Grades in language and mathematics subjects, as well as the overall academic average for all subjects in the second semester of the 2022-2023 academic year, were also collected. Covariates included peak growth and family socioeconomic level, measured through the Family Affluence Scale-II. Manual dexterity was positively related to writing (ß= .212, p<0.05), mathematics, reading, and academic fluency (ß range .277 and .391; p<0.001). The strength variable showed negative associations with reading, writing, mathematics, and academic fluency (ß between .209 and .223, p<0.001). Regarding the relationship between motor competence percentile, specifically between medium-high versus medium-low (<50 vs >50), and academic performance variables, no significant differences were found between the two groups. Manual dexterity was the variable that showed the most associations with academic performance variables. On the other hand, strength showed the same associations, but in a negative manner. The variables of running speed, agility, and upper limb coordination showed associations with the averages of school subjects. The results demonstrated a relationship between certain motor competence variables and the level of academic performance. Despite these results, further research in this line should be pursued.

[spa] La competencia motriz entendida como la capacidad de una persona para relacionarse con su entorno desempeña también un papel significativo en el rendimiento académico de los estudiantes. El objetivo principal fue investigar la relación entre la competencia motriz y el rendimiento académico en niños preadolescentes. En este estudio de corte transversal participaron un total de 100 niños y niñas de entre 10 y 13 años (n=53 y n=47 respectivamente; con una edad media y desviación estándar de 11.8 ± 0.88 años). La competencia motriz se evaluó con el Test Bruininks-Oseretsky, 2ª edición (BOT-2). Se evaluó el rendimiento académico con la batería Wodcook Muñoz III, con los subtests de escritura, lectura, matemáticas y rendimiento total, y se recogieron las notas de las asignaturas de lengua, matemáticas y la media académica de todas las asignaturas del segundo semestre del curso 2022-2023. Como covariables se tomaron el pico de crecimiento, y el nivel socioeconómico familiar, medido a través de la escala Family, Affluence Scale-II. La destreza manual se relacionó positivamente con la escritura (ß= .212, p<0.05), las matemáticas, la lectura y la fluidez académica (ß rango .277 y .391; p<0.001). La variable de fuerza mostró asociaciones negativas con la lectura, escritura, matemáticas y fluidez académica (ß entre .209 y .223, p<0.001). En cuanto a la relación entre el percentil de competencia motriz nivel medio-alto en contraposición a medio-bajo (<50 vs >50) y las variables de rendimiento académico, no se encontraron diferencias significativas entre ambos grupos.