Interlimb coordination and academic performance in elementary school children.

Autor: da Silva Pacheco SC; Department of Physical Therapy, State University of Santa Catarina, Brazil., Gabbard C; Department of Health and Kinesiology, Texas A&M University, College Station, Texas, USA., Ries LG; Department of Physical Therapy, State University of Santa Catarina, Brazil., Bobbio TG; Department of Physical Therapy, State University of Santa Catarina, Brazil. tgbobbio@gmail.com.
Jazyk: angličtina
Zdroj: Pediatrics international : official journal of the Japan Pediatric Society [Pediatr Int] 2016 Oct; Vol. 58 (10), pp. 967-973. Date of Electronic Publication: 2016 Jun 21.
DOI: 10.1111/ped.12972
Abstrakt: Background: The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years.
Methods: Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers.
Results: There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination.
Conclusion: Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems.
(© 2016 Japan Pediatric Society.)
Databáze: MEDLINE
Externí odkaz: