The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children. (May 2023)

• Record Type: Journal Article
• Authors: de Bruijn, Anne G.M.; Meijer, Anna; Königs, Marsh; Oosterlaan, Jaap; Smith, Joanne; Hartman, Esther
• Is Part Of: Psychology of sport and exercise. Volume 66(2023)
• Publication Date: 2023-05
• Subjects: Cognition -- Executive functions -- Physical fitness -- Fundamental motor skills -- Academic performance -- Primary school; Sports -- Psychological aspects -- Periodicals; Exercise -- Psychological aspects -- Periodicals; Psychology -- Periodicals; Sports -- Periodicals; Exercise -- Periodicals; Societies, Medical -- Periodicals; Psychology; Sports; Exercise; Societies, Medical; Sports -- Aspect psychologique -- Périodiques; Exercice -- Aspect psychologique -- Périodiques; 613.71019
• DOI: 10.1016/j.psychsport.2023.102390
• Languages: English
• ISSNs: 1469-0292

Abstract

Abstract: Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children. Highlights: Physical competencies are only indirectly linked to academic achievement. Specific neurocognitive functions act as mediators, depending on academic domain. It is essential to take lower-order neurocognitive functions into account. Physical activity might improve physical, neurocognitive and academic performance.