The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

                                                        

Articles de revue

Contributors: 
Publication status: 
2018, février
Journal name: 
Human Movement Science
Volume: 
57
Page range: 
149-157
ISSN: 
0167-9457
DOI: 
https://doi.org/10.1016/j.humov.2017.12.002
Abstract: 
The aim of this study was to examine the relationship between motor proficiency and academic achievement in 7 years-old children. A mediating model in which the relation between motor proficiency and academic achievement is mediated by cognitive ability was tested. Participants included 152 children from the longitudinal study Jeunes enfants et leurs milieux de vie (Young Children and their Environments). Motor proficiency was evaluated with the Bruininks-Oseretsky Test of Motor Proficiency (BOT2), cognitive ability with the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and academic achievement with the Wechsler Individual Achievement Test II (WIAT II). Results showed that motor proficiency, cognitive ability and academic achievement were positively correlated with each other. A structural equation modeling analysis revealed that motor proficiency had a positive effect on academic achievement through an indirect path via cognitive ability. These results highlight the fundamental importance of motor skills in children's academic achievement in early school years.
Exercice annuel: 
2017-2018