Relationship between Motor Competence, Physical Fitness, and Academic Achievement in Young School-Aged Children

Abstract

Children in schools are facing many academic challenges. Moreover, there is constant pressure on children and parents to maximize academic achievement. We aimed to determine the relationship between motor competence, physical fitness, and academic achievement in young school-aged children. Participants were 130 elementary school children ( $\text{mean}\pm \text{SD}$ $8.60\pm 0.61$ years; 51 boys and 79 girls) from Serbia. The KTK (Körperkoordinations Test für Kinder) battery of tests was used to assess the motor competence in children; children’ physical fitness was assessed using the EUROFIT battery of tests, while academic achievement was assessed based on the children’s GPA (grade point average) scores at the end of the school year. Pearson’s $r$ showed the weak to moderate relationships between the GPA and motor competence and physical fitness measures. The GPA correlates positively and significantly with almost all motor competence and physical fitness measures, but negatively with BMI ( $p\le 0.05$ ). However, the hierarchical linear regression indicated only the plate tapping and sit and reach as the significant predictors of the GPA. Although both tests positively affect the GPA, the plate tapping ( $B=-0.22$ , $p=0.02$ ) tends to influence the GPA more than the sit and reach test ( $B=0.18$ , $p=0.04$ ) after adjusting for effects of motor competence ( $B=0.19$ , $p=0.03$ ), age ( $B=-0.01$ , $p=0.89$ ), and BMI ( $B=-0.19$ , $p=0.03$ ). This study provides evidence demonstrating that academic achievement is generally associated with physical fitness and motor competence in children. However, plate taping and sit and reach were accounted as the most important predictors for academic achievement.