Motor Competence, Physical Fitness, and Academic Achievement in Students

Dear Colleagues,

Motor competence, physical fitness, and academic achievement interconnect in student development and understanding these relationships helps design interventions to enhance physical and academic outcomes. Studies indicate that increased physical activity improves the cognitive skills that are crucial for academic success and that early motor skill acquisition is vital for academic readiness and long-term performance. High motor competence (e.g., leaping, throwing, catching, coordination, and balance) links to better academic achievement (e.g., spelling, reading, and mathematics), potentially mediated by physical fitness (e.g., aerobic endurance, strength, and muscular fitness). Mentally challenging and socially engaging physical activities enhance concentration and behavior, promoting better academic outcomes.

While positive associations between motor competence, physical fitness, and academic achievement are documented, the exact mechanisms and strengths need further explanation. Predictors include cognitive skills and executive functions (e.g., working memory, attention, cognitive flexibility, and self-regulation), social interactions, and support. Understanding these complex relationships requires exploring other determinants and confounders. Motor competence and physical fitness contribute to academic achievement differently by subject area, necessitating continued research across early life-spans.

Further studies should explore the long-term effects of physical activity interventions on academic achievement and identify effective strategies for integrating physical education into the curriculum. It is unclear how different physical activities influence various academic domains. Combining motor competence and physical fitness benefits overall academic achievement, suggesting a balanced approach to physical education. Integrating physical education programs into the curriculum promotes holistic student development. Promoting physical activity and tailored physical education programs helps students achieve better academic outcomes and improves health and well-being. Understanding the cultural factors influencing motor development and performance aids in developing effective intervention programs and PE curriculum, informing global health and education policies. The inclusion of students with disabilities, parental expectations, communication, and professional development in adapted physical education (APE) are critical. Collaboration among educators, parents, and the educational community is essential.

This Special Issue is intended to showcase studies that add unique insights into complex relationships between motor competence, physical fitness, and academic achievement in students. Examples include, but are not limited to, studies that examine:

• The qualitative dimensions of physical activity and their influence on cognitive development and academic performance;
• The development and validation of research methodologies to assess motor competence, physical fitness, and academic achievement;
• The impact of motor skills on physical fitness and overall development and health among children, adolescents, and young adults;
• The role of obesity and aerobic fitness as factors influencing the relationship between motor skills and academic performance;
• The role of social interactions and social support in enhancing motor competence, physical fitness, and academic performance;
• Cross-cultural variations in motor skills proficiency, physical fitness, and academic achievement, and their effects on the overall health and well-being of children, adolescents, and young adults;
• Cultural practices and environmental factors affecting the development of motor skills in children and adolescents;
• The association between motor skills and executive functions in early childhood and its potential to enhance academic performance at the high school and university levels;
• The influence of gender on the development of motor skills, physical fitness, and academic achievement;
• Investigating the mechanisms underlying the relationships between motor competence, physical fitness, and academic achievement, with a focus on potential mediators and moderators;
• The integration of diverse physical activity strategies and methods that target both motor skills and fitness to support cognitive and academic development in school-aged children and adolescents;
• The inclusion of students with disabilities in adapted physical education (APE) programs;
• Parental expectations concerning APE services and communication with APE educators;
• The professional development, expertise, and training of physical education (PE) and APE instructors.

Prof. Dr. Aleksandra Rogowska
Guest Editor

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• academic achievements
• adapted physical education
• motor competence
• motor skills
• physical education curriculum
• physical fitness