***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Objective : An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children . However , less is known about how academic achievements can benefit from specific types of motor activities ( e.g. , fine and gross ) integrated into learning activities . Thus , the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons ( i.e. , motor-enrichment ) could improve  children 's mathematical performance . Methods : A 6-week within school cluster-r and omized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children ( n = 165 , age = 7.5 ± 0.02 years ) . Three groups were included : a control group ( CON ) , which received non-motor enriched conventional mathematical teaching , a fine motor math group ( FMM ) and a gross motor math group ( GMM ) , which received mathematical teaching enriched with fine and gross motor activity , respectively . The children were tested before ( T0 ) , immediately after ( T1 ) and 8 weeks after the intervention ( T2 ) . A st and ardized mathematical test ( 50 tasks ) was used to evaluate mathematical performance . Furthermore , it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers . Additionally , the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance . Results : All groups improved their mathematical performance from T0 to T1 . However , from T0 to T1 , the improvement was significantly greater in GMM compared to FMM ( 1.87 ± 0.71 correct answers ) ( p = 0.02 ) . At T2 no significant differences in mathematical performance were observed . A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers ( p = 0.04 ) and FMM 2.14 ± 0.72 correct answers ( p = 0.008 ) . These effects were not observed in low math-performers . The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills . Conclusion : The study demonstrates that motor enriched learning activities can improve mathematical performance . In normal math performers GMM led to larger improvements than FMM and CON . This was not the case for the low math performers . Future studies should further eluci date the neurophysiological mechanisms underlying the observed behavioral effects The aim was to study long-term effects on motor skills and school performance of increased physical education ( PE ) .  All pupils born 1990 - 1992 from one school were included in a longitudinal study over nine years . An intervention group ( n = 129 ) achieved daily PE ( 5 × 45 min/week ) and if needed one extra lesson of adapted motor training . The control group ( n = 91 )  had PE two lessons/week . Motor skills were evaluated by the Motor Skills Development as Ground for Learning observation checklist and school achievements by marks in Swedish , English , Mathematics , and PE and proportion of pupils who qualified for upper secondary school .  In school year 9 there were motor skills deficits in 7 % of pupils in the intervention group compared to 47 % in the control group ( P < 0.001 ) , 96 % of the pupils in the intervention group compared to 89 % in the control group ( P < 0.05 ) qualified for upper secondary school . The sum of evaluated marks was higher among boys in the intervention group than in the control group ( P < 0.05 ) . The sum of marks was also higher in pupils with no motor skills deficit than among pupils with motor skills deficits ( P < 0.01 ) , as was the proportion of pupils who qualified for upper secondary school ( 97 % vs 81 % , P < 0.001 ) . Daily PE and adapted motor skills training during the compulsory school years is a feasible way to improve not only motor skills but also school performance and the proportion of pupils who qualify for upper secondary school BACKGROUND Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success . This study aim ed 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 . METHODS This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified r and om 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 h and 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 Question naire . Linear mixed models analysis was performed with spss to determine possible differences between the different VMI and BOT2-SF  st and ard scores in different math , reading and writing mastery categories ranging from no mastery to outst and ing mastery . A multinomial multilevel logistic regression analysis was performed to assess the relationship between a clustered score of academic performance and the different determinants . RESULTS A strong relationship was established between academic performance and VMI , visual perception , h and 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 . CONCLUSION Visual-motor integration , visual perception , h and 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 Changes in cognitive function induced by physical activity have been proposed as a mechanism for the link between physical activity and academic performance . The aim of this study was to investigate if executive function mediated the prospect i ve relations between indices of physical activity and academic performance in a sample of 10-year-old Norwegian children . The study included 1,129 children participating in the Active Smarter Kids ( ASK ) trial , followed over 7 months . Structural equation modeling ( SEM ) with a latent variable of executive function ( measuring inhibition , working memory , and cognitive flexibility ) was used in the analyses . Predictors were objective ly measured physical activity , time spent sedentary , aerobic fitness , and motor skills . Outcomes were performance on national tests of numeracy , reading , and English ( as a second language ) . Generally , indices of physical activity did not predict executive function and academic performance . A modest mediation effect of executive function was observed for the relation between motor skills and academic performance . Trial registration : Clinical trials.gov registry , trial registration number : NCT02132494 BACKGROUND Physical Activity Across the Curriculum ( PAAC ) was a three-year cluster r and omized controlled trial to promote physical activity and diminish increases in overweight and obesity in elementary school children . METHODS Twenty-four elementary schools were cluster r and omized to the Physical Activity Across the Curriculum intervention or served as control .  All children in grade s two and three were followed to grade s four and five .  Physical Activity Across the Curriculum promoted 90 min/wk of moderate to vigorous intensity physically active academic lessons delivered by classroom teachers . Body Mass Index was the primary outcome , daily Physical activity and academic achievement were secondary outcomes . RESULTS The three-year change in Body Mass Index for Physical Activity Across the Curriculum was 2.0+/-1.9 and control 1.9+/-1.9 , respectively ( NS ) . However , change in Body Mass Index from baseline to 3 years was significantly influenced by exposure to Physical Activity Across the Curriculum . Schools with > or = 75 min of Physical Activity Across the Curriculum/wk showed significantly less increase in Body Mass Index at 3 years compared to schools that had < 75 min of Physical Activity Across the Curriculum ( 1.8+/-1.8 vs. 2.4+/-2.0 , p=0.02 ) . Physical Activity Across the Curriculum schools had significantly greater changes in daily Physical activity and academic achievement scores . CONCLUSIONS The Physical Activity Across the Curriculum approach may promote daily Physical activity and academic achievement in elementary school children . Additionally , 75 min of Physical Activity Across the Curriculum activities may attenuate increases in Body Mass Index We first replicated the data analytic strategy used in Duncan et al. ( 2007 ) with a population -based data set of French-speaking children from Quebec ( Canada ) . Prospect i ve associations were examined between cognitive , attention , and socioemotional characteristics underlying kindergarten school readiness and second grade math , reading , and general achievement . We then extended this school readiness model by including motor skills as an additional element in the prediction equation and exp and ed the original strategy by including classroom engagement . The Montreal Longitudinal-Experimental Preschool Study , featured in Duncan et al. , served as the Canadian reference group . In the replication model , kindergarten cognitive and attention characteristics predicted achievement by the end of 2nd grade . Although inconsistent across outcomes , behavioral problems and skills also emerged as predictors of some aspects of later achievement . Coefficients for kindergarten math skills were largest , followed by attention skills , receptive language skills , attention problems , and behavior . Most coefficients resembled those generated in the initial study . In our extension model , fine motor skills added their significant contribution to the prediction of later achievement above and beyond the original key elements of school readiness . Our extension model confirmed prospect ively associations between kindergarten cognitive , attention , fine motor , and physical aggression characteristics and later achievement and classroom engagement by the end of 2nd grade . Although they comparatively showed better long-term benefits from stronger early attention skills , girls with less kindergarten cognitive skills were more vulnerable than boys with similar deficits when predicting 2nd grade math OBJECTIVE : To test the feasibility of creating a valid and reliable checklist with the following features : appropriate for assessing both r and omised and non-r and omised studies ; provision of both an overall score for study quality and a profile of scores not only for the quality of reporting , internal validity ( bias and confounding ) and power , but also for external validity . DESIGN : A pilot version was first developed , based on epidemiological principles , review s , and existing checklists for r and omised studies . Face and content validity were assessed by three experienced review ers and reliability was determined using two raters assessing 10 r and omised and 10 non-r and omised studies . Using different raters , the checklist was revised and tested for internal consistency ( Kuder-Richardson 20 ) , test-retest and inter-rater reliability ( Spearman correlation coefficient and sign rank test ; kappa statistics ) , criterion validity , and respondent burden . MAIN RESULTS : The performance of the checklist improved considerably after revision of a pilot version . The Quality Index had high internal consistency ( KR-20 : 0.89 ) as did the subscales apart from external validity ( KR-20 : 0.54 ) . Test-retest ( r 0.88 ) and inter-rater ( r 0.75 ) reliability of the Quality Index were good . Reliability of the subscales varied from good ( bias ) to poor ( external validity ) . The Quality Index correlated highly with an existing , established instrument for assessing r and omised studies ( r 0.90 ) . There was little difference between its performance with non-r and omised and with r and omised studies . Raters took about 20 minutes to assess each paper ( range 10 to 45 minutes ) . CONCLUSIONS : This study has shown that it is feasible to develop a checklist that can be used to assess the method ological quality not only of r and omised controlled trials but also non-r and omised studies . It has also shown that it is possible to produce a checklist that provides a profile of the paper , alerting review ers to its particular method ological strengths and weaknesses . Further work is required to improve the checklist and the training of raters in the assessment of external validity PURPOSE The purpose of this study was twofold : 1 ) to evaluate the effectiveness of a school-based physical activity intervention , Action Schools ! BC ( AS ! BC ) , for maintaining academic performance in a multiethnic group of elementary children , and 2 ) to determine whether boys and girls ' academic performance changed similarly after participation in AS ! BC . METHODS This was a 16-month cluster r and omized controlled trial . Ten schools were r and omized to intervention ( INT ) or usual practice ( UP ) . One INT school administered the wrong final test , and one UP school grade d their own test , so both were excluded . Thus , eight schools ( six INT , two UP ) were included in the final analysis . Children ( 143 boys , 144 girls ) in grade s 4 and 5 were recruited for the study . We used the Canadian Achievement Test ( CAT-3 ) to evaluate academic performance ( TotScore ) . Weekly teacher activity logs determined amounts of physical activity delivered by teachers to students . Physical activity was determined with the Physical Activity Question naire for Children ( PAQ-C ) . Independent t-tests compared descriptive variables between groups and between boys and girls . We used a mixed linear model to evaluate differences in TotScore at follow-up between groups and between girls and boys . RESULTS Physical activity delivered by teachers to children in INT schools was increased by 47 min x wk(-1 ) ( 139 + /- 62 vs 92 + /- 45 , P < 0.001 ) . Participants attending UP schools had significantly higher baseline TotScores than those attending INT schools . Despite this , there was no significant difference in TotScore between groups at follow-up and between boys and girls at baseline and follow-up . CONCLUSION The AS ! BC model is an attractive and feasible intervention to increase physical activity for students while maintaining levels of academic performance This pilot study examined the influence of participation in a 6-week bimanual coordination program on Grade 5 students ' reading achievement . Twenty Grade 5 students participated in a bimanual activity ( sport stacking ) and were tested whether reading achievement scores 
    Output:
    
Findings support associations between several components of motor proficiency and academic performance in mathematics and reading .
There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading , particularly during the early years of school .
Significant positive associations were also evident between academic performance and components of gross motor proficiency , specifically speed and agility , upper-limb coordination , and total gross motor scores .
Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school setting s may have a positive impact on academic performance in mathematics and /or reading .