Relación entre la coordinación motriz y el rendimiento académico en escolares de 6 a 11 años

Abstract

Physical activity during childhood positively affects cognitive processes. The objective of this study was to analyze the relationship between motor coordination and academic performance in school children. A total of 473 children (255 boys and 218 girls) aged 6–11 years from a primary education center in the province of Seville participated. The 3JS test was used to assess the motor coordination (locomotion and object control). Academic performance was obtained by taking the grades from the ordinary evaluation of the common areas in the educational period studied, in the instrumental areas (Mathematics and Language), and specific areas (Natural Sciences, Social Sciences, English and Art). School children with good to very good motor coordination showed differences (p< .001) insomeacademic performance variables with respect to the two motor coordination groups (normal and low–very low). It can be concluded that: 1) the level of motor coordination is positively related to overall academic performance and to academic performance in instrumental and specific areas, 2) locomotion shows a significant relationship with academic performance, and 3) turning is the motor skill with the greatest influence on overall academic performance.