Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children

Area of Science:

• Child Development
• Educational Psychology
• Motor Learning

Background:

• Physical activity benefits children's cognition and academic achievement.
• The impact of specific motor activities (fine vs. gross) integrated into learning on academic performance is less understood.
• Motor-enrichment in educational settings is an emerging area of research.

Purpose of the Study:

• To investigate if fine or gross motor activity integrated into math lessons improves mathematical performance in children.
• To compare the effects of fine motor math (FMM) and gross motor math (GMM) interventions against a control group (CON).
• To explore differential effects on low and normal math performers and the role of cognitive/motor skills.

Main Methods:

• A 6-week cluster-randomized intervention study with 165 Danish preadolescent children (mean age 7.5 years).
• Three groups: CON (conventional math), FMM (math + fine motor), GMM (math + gross motor).
• Mathematical performance assessed using a standardized test at baseline (T0), post-intervention (T1), and 8 weeks later (T2).

Main Results:

• All groups showed improved math performance from T0 to T1.
• GMM resulted in significantly greater improvement than FMM from T0 to T1.
• Normal math performers showed significant benefits from GMM compared to CON and FMM; low performers did not.
• Improvements were partly explained by visuo-spatial short-term memory and gross motor skills.

Conclusions:

• Motor-enriched learning activities can enhance mathematical performance.
• Gross motor activity integrated into math lessons yielded greater improvements in normal math performers compared to fine motor activities or conventional teaching.
• Further research is needed to understand the neurophysiological mechanisms behind these behavioral effects.