Document Type : Original article
Authors
1
Department of Occupational Therapy, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2
Department of Occupational Therapy, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
3
Postdoctoral fellow, Department of Occupational Therapy, Rady Faculty of Health Science, University of Manitoba, Winnipeg, Canada
4
Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
5
, Physiotherapy Research Center, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
10.22037/sjrm.2024.117350.3301
Abstract
Background and Aims:
Motor proficiency plays a crucial role in preparing children for school entry, and deficiencies in these skills can hinder academic success. Research has shown that motor skills can serve as predictors of academic achievement in elementary school children. One of the factors influencing the relationship between motor competence and academic performance is gender. Biological and social differences between boys and girls may lead to varied development of their motor skills. This study aims to examine the role of gender in the relationship between motor proficiency and school function in elementary school students.
Materials and Methods:
In this study, the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, Short Form (BOT-2 SF) was employed to assess gross motor skills, fine motor skills, and upper limb coordination. Additionally, the School Function Assessment (SFA) was used to evaluate the students' school performance. The sample consisted of 225 students 115.85 ± 19.79 (in months) from regular schools in Tehran, including 84 girls and 141 boys.
Results:
Data analysis and statistical results revealed a significant difference in the relationship between motor competence and school function among boys and girls (P<0.05). The findings indicated that in boys, gross motor skills were more strongly associated with school function, whereas in girls, upper limb coordination and fine motor skills demonstrated a stronger relationship with school function.
Conclusion:
The results of this study indicate that gender significantly influences the relationship between motor proficiency and school function. Gross motor skills in boys and fine motor skills and upper limb coordination in girls were more strongly associated with school performance. These differences may be attributed to biological factors, hormonal variations, as well as social and environmental influences, such as the role of parents and educators. These findings can inform the design of educational programs tailored to the specific motor needs of each gender, thereby supporting improved academic outcomes
Keywords
Main Subjects
)