Gross-motor Skills for Potential Intelligence Descriptive Study in a Kindergarten (original) (raw)
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Relationship between motor and cognitive learning abilities among primary school-aged children
Alexandria Journal of Medicine, 2017
Background: The relationship between motor and cognitive development has already been proven in young children. However, in relation to the academic achievement the association between motor and cognitive performance still not well established. Therefore, the aim of this study was to examine the levels of motor and cognitive learning abilities and their independent and combined associations among German primary school-children. Methods: Participants were (n = 197) between the ages of six to eight. The German motor test (DMT), the cognitive abilities test (KFT), height, weight, and body mass index (BMI) were measured. Results: ANOVA testing found that boys perform better in long jumping and in the six minutes running test while girls perform better in balancing backwards and in deductive thinking test (p < 0.05). With maturation from ages six to eight the achievement level of both populations showed a higher performance in motor and cognitive learning abilities (p < 0.001). Concerning the combined and independent associations between the tested abilities, a significant correlation was shown between total motor and total cognitive learning abilities (p < 0.001, r = 0.60) with higher contribution of balancing backwards, six minutes running and push-up levels (r = 0.63, r = 0.62, r = 0.60, respectively) in the performance of the cognitive learning abilities (i.e. mathematical thinking, r = 0.62 and language understanding, r = 0.59). Conclusions: In conclusion, fostering the childrens' physical fitness during the primary school age could enhance both motor and cognitive learning abilities related to the academic achievement.
Relationship between Motor Learning and General Intelligence
2021
The acquisition of skills is associated with the process of motor learning. We assume that its pace is determined by the abilities and levels of a wide range of neural processes, including intelligence. The content of the research was to find out the differences in the level of motor learning (ML) and general intelligence (IQ) in the group of 120 boys and girls of primary school and grammar school aged 12 17 years and the subsequent identification of a possible relationship between the two indicators. The results did not show significant differences in the level of motor learning and intelligence between the genders in either age category. Correlation analysis confirmed a significant relationship between ML and IQ excluding the gender factor (r = -0.297). When gender was taken into account, the relationship was seen only in boys (r = 0.312) [1]. We note that we found a lower rate of ML in students with a higher level of intelligence. We observed the same tendencies in the girls, but...
The relationship of cognitive abilities and motor proficiency in preschool children – pilot study
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Introduction: This study aimed to evaluate the relationship between cognitive abilities and motor skills in a selected group of preschool children. Material and methods: We measured 56 children (27 girls, 29 boys; average age 5.97±0.42). The level of motor proficiency was measured using the short version of the BOT-2 test, and cognitive abilities were measured using the colored trail making test for children. Results: Girls scored better on all test items, and the observed differences were not statistically significant, except for the difference in fine manual control. For this category, the results for girls were significantly better than those for boys (p<0.01). The effect size of the observed differences in cognitive and motor skill levels between girls and boys had a large effect. The results showed a strong correlation between the level of cognitive abilities and the level of motor profieciency in preschool children (r=0.61; p<0.01) in the whole group as well as when asse...
Motor Development Has a Positive Correlation to Academic Performance in School Children
International Journal for Innovation Education and Research, 2021
Some studies have investigated the association between motor development and cognitive skills. The present study aims to correlate motor development and academic performance in 79 students between 7 to 9 years old from a private school in São Paulo-Brazil. We used the Movement Assessment Battery for Children - Second Edition (MABC-2) to assess the motor development and the results of school report in Portuguese and Mathematics as a measure of academic performance. Pearson's correlation analysis showed a positive association between motor development and cognitive skills, evidencing that students who had better academic performance, also obtained better scores in motor performance. The association between MABC-2 total score and Portuguese grade, for example, obtained a significant correlation of p <0.014. Further studies should be carried out to understand if motor development improve can modulate cognitive skills.
2021
Objective: The neuropsychomotor development in children with high intellectual potential (HIP, IQ>130) remains poorly studied. We aimed to explore their developmental trajectory of motor milestones and anamnestic data regarding their IQ profile. Methods: Wechsler Intelligence Scale for children (WISC-V), health record, and anamnestic questionnaires were analyzed in 68 healthy children (50 HIP/18 neurotypical), aged 6-13 years-old (mean 10y; SD 2.2). Fifty HIP-children were involved in intra-group analysis. Two groups were matched: 18 neurotypical (90<IQ<110) and 18 HIP (IQ>130) random children. Results: Significant-negative correlations were shown in the whole sample between full IQ and sitting (7 months) (r=-0.32, p=0.01, [95%CI=-0.52 to-0.09]), walking (12 J Pediatr Perinatol Child Health 2021; 5 (1): 052-071 DOI: 10.26502/jppch.74050063 Journal of Pediatrics, Perinatology and Child Health 53 months) (r=-0.30, p=0.03, [95%CI=-0.51 to-0.01], and the first sentences (18 ...
The main objective of this study is to determine the influence of certain socio-demographic factors on the relationships between motor and cognitive abilities of the primary school students. A total of 398 primary school students from the urban and rural environment, aged 12 to 14, were tested for motor and cognitive abilities. The influence of relevant socio-demographic factors was examined by means of a multiple hierarchical regression analysis. Two socio-demographic variables had a significant influence on the motor and cognitive abilities: residential status and father’s education. Urban students revealed better results in motor (except for rural girls) and cognitive ability tests. Father’s education level was the second factor exerting an additional impact on these abilities, showing higher values for the urban environment students.
Balanced Menu on Children's Abilities in Basic Motor Development and Early Childhood Intelligence
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This study aims to improve the relationship between nutrition and basic motor development with the intelligence of RA children in Purwasari District. This study uses mixed research methods. The model used is a quantitative method as the main method. The population in this study were 558 RA students in Purwasari District with the sampling technique using the Slovin formula so that 90 samples were obtained as respondents. The data collection technique used in this study is through a quantitative questionnaire; as well as observation, interviews, and documentation for qualitative. While the data analysis technique uses the normality test (quantitative) and reduction (qualitative). The results showed that in addition to providing good nutrition for children, training, stimulus, health factors also support gross motor development and children's intelligence. Three instruments have a reliability value to be used as a data collection tool.
Early motor development and cognitive abilities among Mexican preschoolers
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Psychomotricity plays a very important role in children's development, especially for learning involving reading-writing and mathematical calculations. Evaluate motor development in children 3 years old and its relationship with their cognitive abilities at the age of 5 years. Based on a cohort study, we analyzed the information about motor performance evaluated at 3 years old by Peabody Motor Scale and cognitive abilities at 5 years old. The association was estimated using linear regression models adjusted by mother's intelligence quotient, sex, Bayley mental development index at 18 months, and quality of the environment at home (HOME scale). 148 children whose motor performance was determined at age 3 and was evaluated later at age 5 to determine their cognitive abilities. Cognitive abilities (verbal, quantitative, and memory) measured by McCarthy Scales. Significant positive associations were observed between stationary balance at age 3 with verbal abilities (β = 0.67, p = .04) and memory (β = 0.81, p = .02) at 5 years. Grasping and visual-motor integration were significant and positively associated with quantitative abilities (β = 0.74, p = .005; β = 0.61, p = .01) and memory (β = 2.11, p = .001; β = 1.74, p = .004). The results suggest that early motor performance contributes to the establishment of cognitive abilities at 5 years. Evaluation and early motor stimulation before the child is faced with formal learning likely helps to create neuronal networks that facilitate the acquisition of academic knowledge.
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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...
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In both clinical practice and research, motor delay is understood to be explained, at least in part, by intellectual abilities; however, no data are available to operationalize these criteria to guide clinical decision making. This study provides data on IQ and motor skills in children to answer 3 research questions concerning the relationship between IQ and motor skill: (1) Can motor coordination impairment be explained in terms of general intellectual retardation? (2) What level of motor performance should be expected given the person's measured intelligence? (3) At what point are motor difficulties considered to be in excess of those usually associated with mental retardation? IQ and motor skill data were analyzed from a group of 460 children identified with/without motor difficulties from both clinical and educational settings. Typical and atypical motor skill was seen at all IQ levels, 19% of the variance in motor outcomes was explained by IQ scores, and for each SD lower I...