Next Article in Journal
Chronic Disease, Disability, Psychological Distress and Suicide Ideation among Rural Elderly: Results from a Population Survey in Shandong
Next Article in Special Issue
Youth and Adult Visitation and Physical Activity Intensity at Rural and Urban Parks
Previous Article in Journal
Rapid Population Growth in Chinese Floodplains from 1990 to 2015
Previous Article in Special Issue
Walking and Walkability in Pre-Set and Self-Defined Neighborhoods: A Mental Mapping Study in Older Adults
Open AccessReview

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

1
Physiotherapy Program, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4229, Australia
2
School of Community Health, Charles Sturt University, Thurgoona, NSW 2640, Australia
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2018, 15(8), 1603; https://doi.org/10.3390/ijerph15081603
Received: 2 July 2018 / Revised: 21 July 2018 / Accepted: 26 July 2018 / Published: 28 July 2018
(This article belongs to the Collection Physical Activity and Public Health)
Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance. View Full-Text
Keywords: physical activity; motor proficiency; academic performance; mathematics; reading; children; adolescents physical activity; motor proficiency; academic performance; mathematics; reading; children; adolescents
Show Figures

Figure 1

MDPI and ACS Style

Macdonald, K.; Milne, N.; Orr, R.; Pope, R. Relationships between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review. Int. J. Environ. Res. Public Health 2018, 15, 1603.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop