Physical activity and mathematical competence in childhood: a critical analysis of its predictive capacity
DOI:
https://doi.org/10.55040/arm05z39Keywords:
physical activity, mathematical competence, early childhood education, linear regression, mathematical learning, embodied cognitionAbstract
The relationship between physical activity and the development of mathematical competence in childhood has been widely studied from perspectives that emphasize the role of movement in cognitive and learning processes. However, empirical evidence remains heterogeneous and often relies on global indicators of physical activity. The aim of this study was to examine the predictive capacity of structured and unstructured physical activity on informal, formal, and total mathematical competence in children attending the final year of Early Childhood Education. A quantitative ex post facto correlational–predictive design was adopted. Mathematical competence was assessed using the Test of Early Mathematical Competence (TEMA-3), and physical activity was measured through a self-developed questionnaire completed by families. Multiple linear regression models were estimated for the total sample and by sex. The regression models showed very limited explanatory power, with adjusted R² values close to zero or negative and non-significant ANOVA results in both the total sample and the sex-disaggregated analyses. It is concluded that physical activity, when considered globally and through linear models, does not function as a direct predictor of mathematical competence in the analyzed sample, highlighting the need for more complex explanatory frameworks that integrate cognitive, motor, and contextual variables.
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