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Area of Science:

  • Child Development
  • Cognitive Neuroscience
  • Motor Control

Background:

  • Executive functions are crucial for goal-directed behavior and daily functioning.
  • While links between executive functions and motor skills are known in older children, data for preschoolers is limited.
  • This study investigates associations between physical activity, motor skills, and executive functions in 3-4-year-olds.

Purpose of the Study:

  • To examine the relationship between physical activity, motor skill performance, and executive functions in preschool-aged children.
  • To determine if motor skills and physical activity are associated with executive functions like inhibitory control and visual-spatial working memory.
  • To provide evidence supporting the importance of motor development in early childhood cognition.

Main Methods:

  • Eighty-three 3-4-year-old children participated.
  • Activity levels were monitored for 7 days using Actigraph GT3X+.
  • Motor skills (balance, dexterity, agility, strength, coordination) and executive functions (inhibitory control, visual-spatial working memory) were assessed using standardized tasks.

Main Results:

  • Significant positive correlations were found between inhibitory control and visual-spatial working memory with standing long jump, one-legged balance, and grip strength (p < 0.001).
  • Faster timed single-task up-and-go (STUG) performance was negatively correlated with inhibitory control and visual-spatial working memory (p < 0.001).
  • These findings indicate a strong association between motor competence and executive functions in this age group.

Conclusions:

  • Bidirectional associations between motor competence and executive function are evident in early development.
  • Cognitive functions are necessary for coordinated and controlled movements.
  • This developmental period is critical for fostering learning through ample opportunities for motor skill development.