Work

Towards a better understanding of the association between motor skills and executive functions in 5- to 6-year-olds: The impact of motor task difficulty

Year: 2019

Type: article

Abstract: Different lines of evidence suggest an association between motor skills and executive functions (EFs) in kindergarten children. Comparatively little is known about the specific nature of this relationship. In the present study, using a within-subjects design, a sample of 124 five- to six-year-old children completed 12 fine and gross motor tasks of varying nominal difficulty and three EFs tasks. We assumed that difficult motor tasks are less automated than easy motor tasks. Therefore, EFs should be involved more strongly in difficult compared to easy motor tasks. Firstly, results replicated the association between motor skills and EFs. Secondly, results provided a new and differentiated perspective on the evidence of this link. Performance on both easy and difficult fine motor tasks was significantly related to EFs. However, only performance on the difficult, but not on the easy gross motor tasks was significantly correlated with EFs. The findings demonstrate that the challenges and demands inherent in any motor task influence the magnitude of the motor-EFs link. That is, difficult (i.e., less automated) motor tasks require EFs more substantially than easy (i.e., more automated) motor tasks. Results will be discussed with regard to further candidate processes underlying the motor-EFs link.

Source: Human Movement Science

DOI: 10.1016/j.humov.2019.06.010

Authors: Michelle N. Maurer, Claudia M. Roebers

Institution: University of Bern

Language: English

Topic: Children's Physical and Motor Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Good health and well-being

Open Access status: hybrid

Estimated APC paid: $2,050