The Developmental Dynamics of Physical Activity, Fundamental Motor Skills, Executive Functions and Early Numeracy: A Longitudinal Study in Preschoolers

The overall aim of this thesis was to investigate the developmental dynamics of physical activity, fundamental motor skills, executive functions and early numeracy in preschoolers. Three sub-studies were conducted to reach these aims. Because the structure of executive functions is not fully understood in preschool age and processing speed is known to influence executive function performance, the dimensionality of executive functions and processing speed was examined in Study I. The associations between physical activity, fundamental motor skills, executive functions and early numeracy were examined cross-sectionally in Study II and longitudinally over two years in Study III.

A total of 348 children aged 3-6 years participated in this study. Data were collected across two years with three measurement points, approximately one year between the measurement points. Physical activity was measured with accelerometers over seven consecutive days. Fundamental motor skills, executive functions, processing speed and early numeracy were assessed during regular preschool days by using age-appropriate tests. In Study I, executive functions and processing speed measured at the first two time points were used to examine the dimensionality of executive functions and processing speed across time with confirmatory factor analysis. Associations between physical activity, fundamental motor skills, executive functions and early numeracy were examined cross-sectionally with path analysis using data from the first time point in Study II. In Study III, these associations were tested longitudinally with growth curve modeling and path analysis using data from all three time points.

The results of Study I demonstrated that there are two distinct components of executive functions and processing speed in preschoolers: one comprising inhibition, switching, and processing speed, and a separate updating component. Study II showed that executive functions mediate the cross-sectional associations of physical activity and fundamental motor skills with early numeracy. Locomotor skills were associated with early numeracy through updating, while inhibition and switching mediated the association between stability skills and early numeracy. Vigorous physical activity demonstrated a positive association with early numeracy through locomotor skills and updating, but was negatively associated with early numeracy through inhibition and switching. Finally, in Study III, better inhibition and switching was found to predict faster development in fundamental motor skills. In contrast, better performance in fundamental motor skills predicted slower development in inhibition and switching. Both initial level and developmental rate of updating were positively associated with later early numeracy performance.

Findings of this thesis indicate that greater executive functions, in particular, drive the development of fundamental motor skills in preschool age. Moreover, especially updating component of executive functions is important for the development of early numeracy. The results highlight the importance of executive functions for the development of fundamental motor skills and early numeracy, encouraging parents and preschool educators to support the development of children's executive functions by providing them with adequate and varied cognitive challenges in daily activities.