The key finding
Researchers analyzing data from 37 studies encompassing 251 separate measurements found a consistent positive link between motor competence and executive functions in children and adolescents aged 5-18 years. The overall correlation was small but statistically robust (r = 0.18), meaning that youth with better physical skills—whether general coordination, locomotor abilities like running, object control skills like catching, or balance and stability—tended to perform better on cognitive tasks requiring planning, focus, and mental flexibility. This relationship appeared across different study types: observational snapshots of children (r = 0.17), studies tracking development over time (r = 0.15), and experimental interventions aimed at improving motor skills (r = 0.25).
What the study looked like
This was a systematic review and meta-analysis, meaning researchers systematically searched six major academic databases from their inception through June 2023, identifying 12,117 initial records. After rigorous screening, they included 44 studies that met their criteria: research involving school-aged children and adolescents (ages 5-18) that measured both motor competence—abilities like running, jumping, throwing, catching, and balancing—and executive functions, the cognitive processes that help us plan, focus attention, remember instructions, and juggle multiple tasks. From these 44 studies, the team extracted 251 effect sizes from 37 studies for quantitative analysis using advanced statistical modeling. The included research spanned cross-sectional studies (comparing different children at one time point), longitudinal studies (following the same children over months or years), and experimental studies (interventions designed to improve motor skills and measure cognitive changes).
Why researchers think this happened
The paper draws on emerging evidence that motor competence and executive functions co-develop throughout childhood and adolescence, suggesting shared developmental pathways. One proposed mechanism involves neuroplasticity: practicing complex motor skills may strengthen neural networks in regions like the prefrontal cortex and cerebellum, areas involved in both movement coordination and higher-order thinking. Physical activity requiring motor planning—like navigating an obstacle course or learning a new sport—demands attention, working memory, and cognitive flexibility, potentially exercising the same executive function systems used in academic tasks. The researchers note that general motor competence showed the strongest association with executive functions (r = 0.25), possibly because comprehensive motor ability reflects more extensive neural development than isolated skills. Prior theoretical work has suggested that the cognitive demands of mastering movement patterns may directly transfer to improved self-regulation and problem-solving abilities.
How to read this carefully
While the overall pattern is consistent, the association is small, explaining only about 3% of the variance in executive function scores. This means motor skills are one piece of a complex puzzle that includes genetics, education, nutrition, sleep, and socioeconomic factors. Most included studies were cross-sectional, making it impossible to determine whether better motor skills lead to improved cognition, vice versa, or both develop together due to a third factor like overall health or parental investment in child development. The experimental studies, though showing the largest effect, were few in number, limiting confidence in causal claims. The review also couldn’t determine whether these associations differ by age, though they tested for this. Population diversity varied across studies, and results might not generalize equally to all cultural or socioeconomic contexts. Replication in diverse populations remains essential.
What this means for everyday life
Given this evidence, parents and educators might consider that time spent on physical play and skill development isn’t just about fitness—it may support the cognitive abilities children need for school and self-regulation. Activities requiring coordination, balance, and motor planning—from playground games to dance, martial arts, or sports—engage both body and mind in ways that could complement traditional academic instruction. This doesn’t mean motor training will dramatically boost test scores, but rather that physical and cognitive development appear intertwined during childhood. For schools facing pressure to maximize academic time, these findings suggest that physical education and recess may offer cognitive benefits beyond physical health. The challenge for future research is identifying which types of motor activities, practiced how often and for how long, might optimize these potential cognitive benefits.