Journal of Educational Innovations

Journal of Educational Innovations

Explaining the mediating role of executive functions in the relationship between motor coordination and academic performance

Articles in Press

Document Type : Original Article

Authors
Javad Azimirad 1
Keyvan Molanorouzi 2
Abdollah Ghasemi 2
Elaheh Arab-Ameri 3
1 ph.d student, Department of sport science, SR.C., Islamic Azad University, Tehran, Iran
2 Department of sport science, SR.C., Islamic Azad University, Tehran, Iran
3 Department of motor behaviour, Faculty of Sports and Health sciences, university of Tehran, Tehran Iran
10.22034/jei.2026.552484.3341
Abstract
Introduction and Objective: Gross motor coordination is increasingly recognized not only as a physical attribute but also as a crucial component of cognitive development and learning. Deficits in gross motor coordination are associated with a range of developmental and learning problems, suggesting that these skills are likely intertwined with academic outcomes. The mechanisms by which gross motor coordination affects academic performance remain unclear. The present study aims to investigate the mediating role of executive functions in the relationship between gross motor coordination and academic performance.
Methodology: A total of 180 male students aged 10-12 from elementary schools in Sarpol-e Zahab participated in the study. The KTK test was used to assess gross motor coordination, while executive functions were measured using the electronic versions of the Wisconsin Card Sorting Test and the Stroop test. Academic performance was evaluated based on students' performance in the semester prior to the administration of the tests. Structural equation modeling was employed to analyze the research data.
Results: The results of the present study indicated that inhibition, with a t-value of 14.764, and cognitive flexibility, with a t-value of 15.45, significantly mediate the relationship between gross motor coordination and academic performance among elementary school students.
Conclusion: Executive functions do not merely occur after motor skills; rather, they dynamically influence the extent to which motor experiences contribute to academic learning. Therefore, by fostering gross motor coordination and executive functions, educators and parents can create a more supportive and effective learning environment for all students.
Keywords
Motor coordination
executive functions
academic performance
Subjects
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Journal of Educational Innovations

Articles in Press, Accepted Manuscript
Available Online from 21 July 2026

  • Receive Date 11 October 2025
  • Revise Date 17 February 2026
  • Accept Date 21 July 2026