Postural Stability and Academic Achievements among 5^th Graders: An Experimental Field Study

Background: Postural stability has been previously associated with academic achievements among kindergarten and primary school children (Planinsec, 2002; Rizzuto & Knight, 1993; Frick & Möhring, 2015). However, only little is known on how cognitive-motor processes underlie academic achievements.

Aims: The purpose of this research was twofold. First, it was aimed at investigating children`s postural stability using continuous, rather than temporal or qualitative, assessment. Second, it was aimed at investigating cognitive-motor performance (e.g., single vs. dual task gait) and its correlates with achievements in math and language arts.

Method: Eighty-six 5^th graders performed several dynamic and static balance tasks (e.g., walking on beam, standing blindfolded on one foot), while their mediolateral trunk sway was assessed using a Kinect 3D sensor. Achievements in math and language arts were assessed using standardized tests.

Results: Dynamic balance tasks were the primary predictors of math and language achievements, such that better dynamic stability accompanied higher academic grades. However, employing stability performance ratios (e.g., blindfolded divided by eyes open) revealed that the ability to maintain static balance in the absence of visual information was the primary predictor of language arts.

Discussion and conclusions: This study stresses the importance of examining children in their natural environment and of employing performance ratio scores in order to better understand the cognitive-motor processes underlying academic performance.