Cluster analysis of physical activity and physical fitness and their associations with components of school skills in children aged 8–9 years

Abstract

Abstract This study aimed to cluster physical activity (PA), physical fitness, visual-motor coordination, household duties, and their associations with school skills in 170 primary school children (88 girls and 82 boys) aged 8–9 years. Conducted as a cross-sectional design, the study analysed moderate-to-vigorous physical activity (MVPA) and household duties, which were assessed via questionnaires. Academic skills were evaluated using methods designed to diagnose school failure in students aged 7–9 years. Physical fitness was measured using the Eurofit test battery, and visual-motor coordination was assessed using a Piórkowski apparatus. Cluster analysis and general linear and non-linear regression analyses were used to determine associations with academic skills. Three clusters emerged: Cluster 1 (C1) was characterised by fast visual-motor coordination, high flexibility, and more time on household duties; Cluster 2 (C2) included children with the highest levels of PA and better performance in physical fitness items; Cluster 3 (C3) consisted of children with the lowest levels of PA, fitness, and low time on household duties. A regression analysis demonstrated a significant positive impact of cluster C1 on visual-auditory integration (total), with significantly better results for children in C1 compared to those in C3 (b = -2.69; p = 0.003). These results suggest that better visual-motor coordination, higher flexibility, and more time on housework are associated with better visual-auditory integration. Further research is needed to explore the physical and mental benefits of PA.

Keywords

• Physical activity
• Physical fitness
• Household duties
• Academic skills
• Early education
• Children