The Correlation between Motor Skill Proficiency and Academic Performance in High School Students

Abstract

The intricate relationship between physical health and cognitive development has been a focal point of multidisciplinary research, suggesting that motor skill proficiency could influence academic outcomes. This study aimed to investigate the correlation between motor control, mobility, stability-measured by the Functional Movement Screen (FMS)-and academic performance among high school students. Conducted with 201 participants from a public high school in Spain, this descriptive non-experimental research divided students into high and low academic performance groups based on their average grade scores, with the median used as the criterion for distinction. The FMS was utilized to assess fundamental motor skills, and academic performance was verified across mathematics, language, science, and physical education subjects. The findings revealed a significant positive relationship between the FMS scores and academic achievement (r = 0.691; p < 0.001), indicating that students with higher motor skill proficiency had higher academic achievement. This correlation persisted across the various subjects, highlighting the potential benefits of integrating physical education and motor skill development into educational strategies. The study's results suggest that educational policies should advocate for comprehensive physical education programs to foster both physical well-being and academic improvement, thereby promoting a holistic educational model that enhances student performance across disciplines.

Keywords: academic performance; cognitive development; functional movement screen; high school students; motor skills; physical education.

Figure 1

Correlation results between Functional Movement Screen values and (a) average score; (b) mathematics score; (c) language score; (d) sciences score; (e) physical education score.