The contribution of motor coordination in predicting executive functions and academic achievement of elementary school students

Executive functions are essential as the highest level of cognitive functioning for mental activity and directed behavior. In addition, the roles of physical activity and coordination exercises in creating neurological differences have been considered. This study aimed to determine the relationship between motor coordination with executive functions and the academic achievement of primary school students.

The statistical population of the study consisted of elementary school students (7-12 years old) in Sarpol Zahab city, 150 of them (88 boys and 62 girls) were selected according to the inclusion criteria, such as voluntary participation, no history of injury and illness, and lack of repetition of the educational course. A random sample was selected from four schools. Data related to motor coordination, executive functions, and students' academic achievement status were collected using the test of Bruininks-Oseretsky motor proficiency, Behavior Rating Inventory of Executive Function (BRIEF), and the Student's educational results, respectively, and then analyzed using regression analysis. Motor coordination was a predictor variable and the executive functions, and academic achievement was considered as criteria.

The results showed no significant correlation between motor coordination with executive functions and academic achievement (P <0.05).

It can be said that motor coordination is not considered a predictor of executive functions and academic achievement and does not play a very important role in them.