How physical activity, fitness, and motor skills contribute to math performance: Working memory as a mediating factor.

Purpose: The purpose of this study was to examine whether physical activity, fitness, and motor skills have an indirect association with math performance via cognitive outcomes and if so, through which aspects of cognition? Methods: This study comprised 311 6th–9th grade adolescents (12–17 years [M age = 14.0 years], 59% girls) from seven schools throughout Finland in 2015. Math performance was measured via a teacher‐rated math achievement and the Basic Arithmetic test. Cognitive functions were measured by broad cognitive test battery. Physical activity was assessed with a self‐reported questionnaire and a hip‐worn accelerometer. Aerobic fitness was estimated using a maximal 20‐m shuttle run test, muscular fitness with curl‐up and push‐up tests, and motor skills with a 5‐leaps test and a throwing‐catching combination test. Structural equation modeling was applied to examine the associations. Results: In both boys and girls, motor skills had a positive indirect association with math outcomes through visuospatial working memory. Among girls, muscular fitness had a positive indirect association with math outcomes through visuospatial working memory. Aerobic fitness was positively associated with math achievement, but the indirect path via cognition was not observed. Self‐reported physical activity had a borderline indirect positive association with math outcomes through visuospatial working memory. Accelerometer‐based physical activity did not correlate with math performance. Conclusion: Motor skills and muscular fitness had indirect positive associations with math performance, mediated by visuospatial working memory. The results give support to the viewpoints that the connections between motor skills, fitness, and physical activity to academic skills are mediated via specific cognitive skills. [ABSTRACT FROM AUTHOR]