Pasqualina Forte, Elisa Pugliese, Carmela Matrisciano, Cristiana D'Anna

EXPLORING THE RELATIONSHIP BETWEEN VISUAL-SPATIAL WORKING MEMORY AND GROSS MOTOR SKILLS IN PRIMARY SCHOOL CHILDREN

Introduction

Exploring the relationship between visual-spatial working memory and gross motor skills in primary school children. Explore the link between visual-spatial working memory and gross motor skills in primary school children. Findings show a moderate positive correlation, supporting movement-based educational approaches.

Abstract

Physical activity plays a key role in improving overall health and cognitive functions, especially executive functions, understood as inhibitory control, working memory, and cognitive flexibility. This study explores the link between visuospatial working memory and gross motor skills in primary children, finding a moderate positive correlation. These findings reinforce existing literature promoting the integration of movement-based approaches in educational settings.

Review

This manuscript addresses a highly pertinent area of research exploring the interplay between physical activity, cognitive functions, and specifically, the relationship between visuospatial working memory (VSWM) and gross motor skills in primary school children. The abstract clearly states the study's objective and its primary finding: a moderate positive correlation between these two domains. This finding is presented as reinforcing existing literature, which supports the pedagogical relevance of integrating movement-based approaches in educational settings, a conclusion with important practical implications for educators and policymakers. While the topic is undoubtedly relevant and the reported positive correlation is a valuable contribution, the abstract, as presented, lacks crucial methodological detail necessary for a comprehensive evaluation. Key information such as the sample size, the specific age range of the primary school children, the precise measures used for both visuospatial working memory and gross motor skills, and the study design (e.g., cross-sectional, longitudinal) is absent. Without these specifics, it is challenging to assess the robustness, generalizability, or potential biases of the reported "moderate positive correlation." Furthermore, while reinforcing existing literature is valuable, the abstract could more clearly articulate the specific novelty or unique contribution of *this particular study* beyond a general confirmation, or if it contributes to a specific context or population not extensively studied before. To fully appreciate the study's impact, the full paper would need to detail its methodology rigorously. Providing statistical specifics (e.g., the *r*-value, p-value), a comprehensive discussion of potential confounding variables, and a nuanced interpretation of correlational findings (avoiding causal inference) would significantly strengthen the work. Future research could build upon these findings by exploring longitudinal relationships, examining the efficacy of specific movement interventions on VSWM, or investigating potential mediating factors that explain this observed correlation. Despite the abstract's brevity, the study points towards a promising avenue for understanding how physical education and cognitive development are intertwined, offering a strong argument for holistic educational strategies.

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