Achievement in fundamental movement skills, spatial abilities, and mathematics among Lower Key Stage 2 children

Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7–8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children’s performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.