The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children

Previous studies into associations between physical, neurocognitive and academic skills have reported incon-sistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardio-vascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Ko center dot rperkoordinationstest fur Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neuro-cognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.