A Meta-analysis of the Relationship between Motor Skills and Executive Functions in Typically-developing Children. Issue 1 (1st January 2022)

• Record Type: Journal Article
• Authors: Gandotra, Aditi; Csaba, Sára; Sattar, Yasar; Cserényi, Vanda; Bizonics, Róbert; Cserjesi, Renata; Kotyuk, Eszter
• Is Part Of: Journal of cognition and development. Volume 23:Issue 1(2022)
• Page Start: 83
• Page End: 110
• Publication Date: 2022-01-01
• Subjects: Cognition -- Periodicals; Child development -- Periodicals; Concepts -- Periodicals; Visual perception -- Periodicals; 155.413
• DOI: 10.1080/15248372.2021.1979554
• Languages: English
• ISSNs: 1524-8372

Abstract

ABSTRACT: The relationship between motor skills and executive functions (EFs) is gaining prominence in the field of developmental psychology. However, evidence of the motor skills–EFs link in children with typical development is somewhat inconsistent and there has been no adequate attempt to evaluate it systematically across studies. In view of this, the present meta-analysis was carried out to investigate the relationship between the global domains of motor skills and EFs; and to explore specific associations between different components of motor skills (balance, manual dexterity, locomotor skills, and object control skills) and EFs (response inhibition, working memory, and cognitive flexibility) in typically developing children. The analysis involved data on 4, 866 children between the ages of 3 and 12 years, taken from 32 studies. The results revealed a significant positive association between motor skills and EFs at the global level, as well as at the specific level of analysis. At the specific level of analysis, balance and manual dexterity were found to have the strongest independent associations with all EF components. Moderator analysis revealed an age effect between balance and response inhibition only. In summary, the present meta-analysis provides evidence for the theoretical assumption of a link between motor skills and EFs and emphasizes the importance of including cognitively engaging motor tasks in intervention programs designed to promote motor skills and higher-order cognitive skills in children.