Research has shown a relationship between motor skills and cognitive development: in particular, gross-motors skills may promote a good academic achievement in school-age children. However, this relationship has been mainly investigated in children with atypical development. The aim of this study is to explore the relationship between gross-motor skills, symptoms of Attention-Deficit Hyperactivity Disorder (ADHD), and academic achievement in school-age children with typical development. Sixty-three children (52% male, mean age: 8.4 ± 0.4 years). Main results show how investigated children have low gross-motors skills but a good academic achievement, associated with low ADHD symptoms (higher for males rather than females). Gross-motor skills are positively associated with academic achievement, while ADHD symptoms are negatively correlated with academic achievement. These results can support projects that improve academic achievement of school-age children through the development of gross-motor skills.

Abilità grosso-motorie, comportamenti di disattenzione, iperattività e impulsività nei bambini della scuola primaria: le relazioni con il rendimento scolastico

BARDAGLIO, GIULIA;CIAIRANO, Silvia;RABAGLIETTI, Emanuela
2012

Abstract

Research has shown a relationship between motor skills and cognitive development: in particular, gross-motors skills may promote a good academic achievement in school-age children. However, this relationship has been mainly investigated in children with atypical development. The aim of this study is to explore the relationship between gross-motor skills, symptoms of Attention-Deficit Hyperactivity Disorder (ADHD), and academic achievement in school-age children with typical development. Sixty-three children (52% male, mean age: 8.4 ± 0.4 years). Main results show how investigated children have low gross-motors skills but a good academic achievement, associated with low ADHD symptoms (higher for males rather than females). Gross-motor skills are positively associated with academic achievement, while ADHD symptoms are negatively correlated with academic achievement. These results can support projects that improve academic achievement of school-age children through the development of gross-motor skills.
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children; gross motor skills; academic achievement; ADHD
Bardaglio G.; Ciairano S.; Rabaglietti E.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/104024
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