Longitudinal trends in motor development and their association with academic performance and perceived motor competence in schoolchildren
DOI:
https://doi.org/10.47197/retos.v80.118590Keywords:
Executive functions, gender differences, motivation, motor competence, self-perceptionAbstract
Introduction: Motor development plays a fundamental role in children´s overall development and has been increasingly linked to academic performance and motivational factors. Children´s perceptions of their own motor abilities may play a crucial role in shaping both their engagement in physical activity and their educational outcomes.
Aim: This longitudinal study examined the development of gross motor skills and motivational variables over five years in typically developing children aged 6 to 11. The research aimed to analyse the mediating role of perceived motor competence in the relationship between actual motor competence and academic performance, as well as gender differences in these variables.
Methods: A total of 90 children from a private urban school participated, with data collected across five time points. Motor competence was assessed using the GRAMI 2 test, and academic performance and motivational variables were measured through standardized evaluations and teacher reports.
Results: Findings suggest a significant link between motor competence and academic achievement, mediated by perceived motor competence, and highlight gender-specific patterns in self-perception and participation in physical activities.
Discussion: These results support the importance of fostering motor development and self-perceived competence in school settings to enhance cognitive and academic outcomes.
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