Relation between motor competence and academic achievement: the mediating role of fitness and cognition in boys and girls

IntroductionGood motor competence is linked to better academic achievement in schoolchildren, potentially mediated by fitness and cognition. However, the relative impact of these factors and whether they differ by sex remains unclear. The aim of the present study was to assess the mediating role of fitness components and executive function on this relationship, with a particular focus on sex differences. MethodsThis cross-sectional study included 562 schoolchildren (9-11 years, 293 girls) from Cuenca, Spain. We assessed gross motor competence (MABC-2 battery), fitness components (ALPHA battery), executive function (Toolbox battery), academic achievement (mean of language and mathematics grades), weight, height, and sociodemographic variables. Serial multiple mediation models between gross motor competence to AA through fitness and cognition were conducted using the Hayes PROCESS SPSS macro, both for the total sample and by sex. ResultsBoth fitness and executive function partially mediated the relationship between gross motor competence and AA. In the total sample, the direct effect explained most of the total effect (51.22% to 72.68%), followed by the cognitive path (19.51% to 30.73%), fitness path (10.84% to 19.02%), and multiple path (4.43% to 9.27%). In boys, only the cognitive path mediated the relationship (56.35% to 68.91%), while in girls, the fitness path (for cardiorespiratory fitness and speed/agility, 19.08% and 20.27%), the cognitive path (limited to upper body strength, 14.92%), and the multiple path (for cardiorespiratory fitness, speed/agility, and lower body strength, 4.93%, 8.31% and 9.43%) were partial mediators. ConclusionsOur results suggest that part of the effect found between gross motor competence and academic achievement in children occurs from improvements in fitness and executive function. These findings emphasize the need for motor competence programs that target both fitness (especially cardiorespiratory fitness and speed/agility) and executive function to boost academic achievement in children aged 9-11. Additionally, interventions should consider sex-specific differences.