|
The correlation between motor proficiency and working memory of Thai school-aged children |
|---|---|
| รหัสดีโอไอ | |
| Creator | 1. Peeradech Thichanpiang 2. Anuchart Kaunnil 3. Veerawat Sansri 4. Surachart Thongchoonsin 5. Kannika Permpoonputtana |
| Title | The correlation between motor proficiency and working memory of Thai school-aged children |
| Publisher | Faculty of Associated Medical Sciences, Chiang Mai University |
| Publication Year | 2564 |
| Journal Title | Journal of Associated Medical Sciences |
| Journal Vol. | 54 |
| Journal No. | 1 |
| Page no. | 10-16 |
| Keyword | Motor proficiency, working memory, Thai school-aged children |
| URL Website | https://www.tci-thaijo.org/index.php/bulletinAMS/index |
| Website title | Journal of Associated Medical Sciences |
| ISSN | 25396056 |
| Abstract | Background: Motor proficiency encompasses both gross and fine motor skills while cognitive abilities include language, attention, memory, and executive functions that are gradually being developed in a period of life span during childhood. Currently, there is only indirect evidence linking motor proficiency and specific working memory performance. Objectives: Purpose of this study was to determine the correlation between motor proficiency and working memory in Thai school-age children grades 1-4. Materials and methods: One hundred and fifteen children were randomly recruited from a primary school in the Bangkok metropolitan area. Bruininks-Osteretsky Test of Motor Proficiency 2 Short Form (BOT-2 SF) was performed to test motor proficiency. The specific working memory ability was assessed by digit span forward and backward, and visuomotor construction. Results: There was a significant correlation between motor proficiency and working memory in Thai school-age children grades 1-4 (r=0.51, p<0.001). Conclusion: The current study indicated that motor proficiency and working memory were significantly correlated. Therefore, the link between school-aged children's motor proficiency and working memory may provide clarity regarding the connection of these abilities in children to guide curriculum development or appropriate interventions in a school setting. |
