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Exploring Associations between Motor Competence, Executive Function, and Academic Attainment in Children in England

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Title: Exploring Associations between Motor Competence, Executive Function, and Academic Attainment in Children in England
Language: English
Authors: Ayva-Mae Gilmour (ORCID 0009-0000-5515-3256), Mhairi J. MacDonald (ORCID 0000-0001-6466-9617), Lauren Clifford (ORCID 0009-0005-5861-2127), Stuart J. Fairclough (ORCID 0000-0001-8358-1979), Jordan Banks (ORCID 0009-0007-2187-788X), Peter Edwards, Richard Tyler (ORCID 0000-0001-9756-5582)
Source: Journal of Motor Learning and Development. 2026 14(1).
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/jmld/jmld-overview.xml
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Academic Achievement, Executive Function, Psychomotor Skills, Foreign Countries, Children, Thinking Skills, Child Development
Geographic Terms: United Kingdom (England)
DOI: 10.1123/jmld.2025-0036
ISSN: 2325-3193
2325-3215
Abstract: Motor competence supports physical, emotional, and mental health but its cognitive impact is understated. Motor-cognitive links remain underexplored, and motor competence's role in academic attainment, including executive functions' mediating influence, is limited. This research aimed to (a) investigate associations between motor competence and executive functions in 8-9-year-old children in England and (b) examine whether greater motor competence has a positive impact on executive function and academic attainment. Two hundred and forty-seven children (51.4% girls, age: 8.7 ± .4 years, 77.7% white British, 5 ± 3.1 deprivation decile, 73.3% healthy weight) across Pennine Lancashire completed a motor competence circuit and executive function tests. Attainment across reading, writing, and mathematics assessed academic attainment. Direct effects were found between motor competence and executive function (β = -2.55, 95% CI [-4.87, -0.24]), motor competence and academic attainment (β = 0.57, 95% CI [0.16, 0.98]), and executive function and academic attainment (β = -0.13, 95% CI [-0.24, -0.02]). Executive function mediated the indirect motor competence-academic attainment association (β = 0.20, p = 0.01). Multigroup analyses found a significant deprivation group effect (p = 0.03). The motor-cognitive phenomenon is complex, requiring future research. The findings show that motor and cognitive skills intertwine to support academic achievement. Therefore, educational approaches that integrate these skills may improve attainment.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508742
Database: ERIC
FullText Text:
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  Data: Exploring Associations between Motor Competence, Executive Function, and Academic Attainment in Children in England
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ayva-Mae+Gilmour%22">Ayva-Mae Gilmour</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5515-3256">0009-0000-5515-3256</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mhairi+J%2E+MacDonald%22">Mhairi J. MacDonald</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6466-9617">0000-0001-6466-9617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Clifford%22">Lauren Clifford</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-5861-2127">0009-0005-5861-2127</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stuart+J%2E+Fairclough%22">Stuart J. Fairclough</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8358-1979">0000-0001-8358-1979</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jordan+Banks%22">Jordan Banks</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2187-788X">0009-0007-2187-788X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Edwards%22">Peter Edwards</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+Tyler%22">Richard Tyler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9756-5582">0000-0001-9756-5582</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Motor+Learning+and+Development%22"><i>Journal of Motor Learning and Development</i></searchLink>. 2026 14(1).
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  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/jmld/jmld-overview.xml
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Group: ID
  Data: 10.1123/jmld.2025-0036
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  Data: 2325-3193<br />2325-3215
– Name: Abstract
  Label: Abstract
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  Data: Motor competence supports physical, emotional, and mental health but its cognitive impact is understated. Motor-cognitive links remain underexplored, and motor competence's role in academic attainment, including executive functions' mediating influence, is limited. This research aimed to (a) investigate associations between motor competence and executive functions in 8-9-year-old children in England and (b) examine whether greater motor competence has a positive impact on executive function and academic attainment. Two hundred and forty-seven children (51.4% girls, age: 8.7 ± .4 years, 77.7% white British, 5 ± 3.1 deprivation decile, 73.3% healthy weight) across Pennine Lancashire completed a motor competence circuit and executive function tests. Attainment across reading, writing, and mathematics assessed academic attainment. Direct effects were found between motor competence and executive function (β = -2.55, 95% CI [-4.87, -0.24]), motor competence and academic attainment (β = 0.57, 95% CI [0.16, 0.98]), and executive function and academic attainment (β = -0.13, 95% CI [-0.24, -0.02]). Executive function mediated the indirect motor competence-academic attainment association (β = 0.20, p = 0.01). Multigroup analyses found a significant deprivation group effect (p = 0.03). The motor-cognitive phenomenon is complex, requiring future research. The findings show that motor and cognitive skills intertwine to support academic achievement. Therefore, educational approaches that integrate these skills may improve attainment.
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  Data: 2026
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        Value: 10.1123/jmld.2025-0036
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      – Text: English
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        PageCount: 14
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      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Children
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Child Development
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Exploring Associations between Motor Competence, Executive Function, and Academic Attainment in Children in England
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