Relationships Between Motor Skills and Academic Achievement: An Exploratory Study on Italian Primary School Children

Several studies in recent decades have investigated the relationship between physical activity and learning, emphasising the role of corporeality as an effective tool for embodying knowledge, as well as skills, motor skills, and life. The aim of this exploratory study is to analyse and interpret the correlations existing between motor competence and school performance in all the disciplines included in the curriculum of primary school. Through non-probability sampling, a sample of 120 Italian children aged 6–10 years was involved. The TGMD-3 test was used to assess gross motor competence, while academic achievement was assessed based on the children’s GPA (grade point average) evaluation. Additional information on extracurricular sports practice was acquired through a question-naire completed by parents. The Spearman correlation conducted between the children’s TGMD-3 scores (Gross Motor Index, Locomotion, and Ball scaled scores) and the academic achievement showed weak intensity and no statistical significance. In the analysis by sex, only weak and non-significant correlations, mostly of a negative type, were revealed in the group of males. In the group of females, on the other hand, positive, mostly moderate, and statistically significant correlations emerged between GMI and the scaled Ball scores with the learning assessments, except for Physical Education. The results suggest the need to expand studies investigating the quantity and quality of physical education and sports in the formal school context to understand whether, in sharing the educational project, it can promote better school performance and, more generally, more harmonious development of cognitive, motor, and social skills.