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Association between fundamental motor skills and executive function in preschool children: A cross-sectional study
Xiaowei Han1, Meiling Zhao2, Zhe Kong2
1Faculty of Education, Beijing Normal University, Beijing, China.
Insights
Early fundamental motor skills (FMS) significantly predict executive functions (EF) in preschoolers. Developing motor skills in early childhood education can enhance cognitive abilities like inhibition, working memory, and flexibility.
Area of Science:
- Child Development
- Cognitive Neuroscience
- Motor Learning
Background:
- Executive functions (EF) are crucial higher-order cognitive processes.
- Fundamental motor skills (FMS) are foundational movement abilities.
- The relationship between early FMS and EF requires further investigation.
Purpose of the Study:
- To examine the association between FMS and EF in preschool children.
- To determine if FMS predict specific components of EF.
Main Methods:
- 394 preschool children (mean age 4.07 years) participated.
- FMS assessed using the Test of Gross Motor Development-2 (TGMD-2).
- EF assessed using the NIH Toolbox Cognition Battery (NTCB).
Main Results:
- Total FMS score positively correlated with total EF score (r = 0.33, p < 0.001).
- FMS significantly predicted total EF (β = 0.37, p < 0.001).
- Locomotor skills predicted inhibition, working memory, and cognitive flexibility; object control skills predicted inhibition.
Conclusions:
- Early FMS are significant predictors of EF in young children.
- Interventions promoting motor skills may enhance cognitive development.
- Educators and policymakers should integrate motor skill development into preschool curricula.
Objective:
The main purpose of this study was to explore the association between early fundamental motor skills (FMS) and executive function (EF) in preschool children.
Methods:
A total of 394 young children (4.07 ± 0.76 years) were evaluated. The FMS and EF were evaluated using the Test of Gross Motor Development-2 (TGMD-2) and the NIH Toolbox Cognition Battery (NTCB), respectively.
Results:
Total FMS score was moderately and positively correlated with total EF score (r = 0.33, p < 0.001) and was a significant predictor of total EF score (β = 0.37, p < 0.001). Specifically, locomotor skills were significant predictors of inhibition control (β = 0.21, p < 0.001), working memory (β = 0.18, p < 0.01), and cognitive flexibility (β = 0.24, p < 0.001), while object control skills were only significant predictors of inhibition control (β = 0.17, p < 0.01).
Conclusion:
FMS were significantly and positively correlated with EF and were significant predictors of EF. Early childhood policymakers, preschool teachers, and researchers should take these connections seriously and implement appropriate complex motor intervention programs in future teaching to stimulate the development of both motor and higher-order cognitive skills in preschool children.
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