GROSS MOTOR SKILLS AND ACADEMIC ACHIEVEMENT IN TYPICALLY DEVELOPING CHILDREN: THE MEDIATING EFFECT OF ADHD RELATED BEHAVIOURS

ABSTRACT

 Background. The relation between motor skills and academic achievement has been especially investigated in children with atypical development. However, what has not been explored is the relation between gross motor skills and academic achievement in typically developing children, whether gross motor skills affect attention deficit hyperactivity disorder (ADHD) related behaviours and whether ADHD related behaviours affect academic achievement. Aim. The present study aims to verify whether gross motor skills have positive effects on academic achievement (overall, mathematics and physical education) of typically developing children by mediating ADHD related behaviours. Sample. Participants were 63 children (52% boys, mean age = 8.4 years, SD = 0.4) who attended the third grade of primary schools in Piedmont, a region in northwest Italy. Methods. The children’s gross motor skills were measured by the Test of Gross Motor Development. Teachers completed a self-report questionnaire about the children’s academic achievements and ADHD related behaviours (the ADHD Rating Scale for Teachers). The linear regression method and Sobel’s formula were used for the analysis. Results. Results show that gross motor skills have positive effects on academic achievement because of mediating ADHD related behaviours. Conclusion. These results invite development of intervention programs that by promoting motor skills and early detection of behavioural problems, lead to improvement of all children’s school achievements.

KEYWORDS: gross motor skills, academic achievement, ADHD

PAGES: 149-163