The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children – 2018
The authors: Geneviève Cadoreta, Nathalie Bigrasb,d, Stéphanie Duvalc,d, Lise Lemayb,d, Tania Tremblayd, Julie Lemired
Motor skills positively affected the academic achievement of first class pupils, namely, mathematics and reading achievements.
This effect can be explained by the positive effect of movement on cognitive processes, especially working memory and perception processes.
Movement co-ordination is specifically important for cognitive work, which promotes academic achievement.
Effects of a Motor Intervention Programme on Motor Skills and Executive Functions in Children With Learning Disabilities – 2019
The authors: Toktam Emami Kashfi, Mehdi Sohrabi, Alireza Saberi Kakhki, Ali Mashhadi, Mehdi Jabbari Nooghabi
Movement co-ordination training in itself does not significantly affect learning outcomes.
The relationship between motor proficiency and reading ability in Year 1 children: across-sectional study – 2018
The authors: N. Milne1*, K. Cacciotti1, K. Davies2 and R. Orr1
A strong link between motor skills and pre-reading skills (phonation, morphological decoding) is detected in children with low language achievements.
The authors recommend integrating motor skills into language acquisition programmes at an early age.
Dual-task training on cognition and resistance training improved both balance and working memory in older people – 2019
The authors: Ebrahim Norouzi, Mohammad Vaezmosavi, Markus Gerber, Uwe Pühse, Serge Brand
Performance of two tasks with movement co-ordination improved balance performance, as well as working memory in subjects, especially when cognitive performance (thinking tasks) was specially combined with movement co-ordination in particular. It is concluded that co-ordination of movement improves indirect learning skills. Sources: National Library of Medicine (pubmed.ncbi.nlm.nih.gov)