Pienaar A E, Barhorst R, Twisk J W R
Physical Activity, Sport and Recreation (PhASRec), Faculty of Health Sciences, North-West University, Potchefstroom, South Africa.
Child Care Health Dev. 2014 May;40(3):370-8. doi: 10.1111/cch.12059. Epub 2013 Apr 17.
Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success. This study aimed to determine the relationship between academic performance and perceptual-motor skills in first grade South African learners and whether low SES (socio-economic status) school type plays a role in such a relationship.
This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified random sample of first grade learners (n = 812; 418 boys and 394 boys), with a mean age of 6.78 years ± 0.49 living in the North West Province (NW) of South Africa. The Beery-Buktenica Developmental Test of Visual-Motor Integration-4 (VMI) was used to assess visual-motor integration, visual perception and hand control while the Bruininks Oseretsky Test of Motor Proficiency, short form (BOT2-SF) assessed overall motor proficiency. Academic performance in math, reading and writing was assessed with the Mastery of Basic Learning Areas Questionnaire. Linear mixed models analysis was performed with spss to determine possible differences between the different VMI and BOT2-SF standard scores in different math, reading and writing mastery categories ranging from no mastery to outstanding mastery. A multinomial multilevel logistic regression analysis was performed to assess the relationship between a clustered score of academic performance and the different determinants.
A strong relationship was established between academic performance and VMI, visual perception, hand control and motor proficiency with a significant relationship between a clustered academic performance score, visual-motor integration and visual perception. A negative association was established between low SES school types on academic performance, with a common perceptual motor foundation shared by all basic learning areas.
Visual-motor integration, visual perception, hand control and motor proficiency are closely related to basic academic skills required in the first formal school year, especially among learners in low SES type schools.
感知运动技能有助于形成与正常学业成功相关的各种基本学习技能。本研究旨在确定南非一年级学生的学业成绩与感知运动技能之间的关系，以及低社会经济地位（SES）学校类型在这种关系中是否起作用。
这项对NW-CHILD纵向研究基线测量的横断面研究纳入了一年级学生的分层随机样本（n = 812；418名男生和394名女生），他们居住在南非西北省（NW），平均年龄为6.78岁±0.49岁。使用贝利-布克滕尼卡视觉运动整合发育测试-4（VMI）评估视觉运动整合、视觉感知和手部控制，而布鲁宁克斯-奥塞雷茨基运动技能测试简版（BOT2-SF）评估整体运动技能。使用基本学习领域掌握情况问卷评估数学、阅读和写作方面的学业成绩。使用SPSS进行线性混合模型分析，以确定在从无掌握到优秀掌握的不同数学、阅读和写作掌握类别中，不同VMI和BOT2-SF标准分数之间的可能差异。进行多项多水平逻辑回归分析，以评估学业成绩聚类分数与不同决定因素之间的关系。
学业成绩与VMI、视觉感知、手部控制和运动技能之间建立了密切关系，学业成绩聚类分数、视觉运动整合和视觉感知之间存在显著关系。低SES学校类型与学业成绩之间存在负相关，所有基本学习领域都有共同的感知运动基础。
视觉运动整合、视觉感知、手部控制和运动技能与正式入学的第一学年所需的基本学术技能密切相关，尤其是在低SES类型学校的学生中。
