The Interrelationship of Perceptual - Motor Achievement,Academic Achievement & Intelligence of Fourth Grade Children

Abstract

The relationship of perceptual-motor achievement, academic achievement, and intclligence was investigated. Eighty-six fourth grade boys and girls of normal intelligence were studied. On the basis of performance on the Stanford Achievement Test (SAT), 41 pupils were designated as low achievers and 45 were designated as high achievers. The California Test of Mental Maturity (CTMM) and a perceptualmotor battery consisting of 11 tests were also administered to the children.

Scores on the perceptual-motor battery for all children correlated significantly with their CTMM and SAT scores. The combined group of male and female high achievers performed significantly better than the low achiever group on all subtests of the CTMM including IQ. They also scored significantly better on six of the 11 perceptual-motor tests. On the remaining five tests, no differences were noted.

Get full access to this article

View all access options for this article.

References

Ayres, A. Jean.

Sensory integrative processes and neuropsychological learning disabilities

Jerome Hellmuth , (Ed.), in Learning Disorders, Vol. 3; Seattle, Wash.

Special Child Pub.

1968.

Bengston, Gwenn M. The relationship between perceptual-motor development and motor performance of nine-year old boys. M.A. thesis, Univ. of Colo., 1966.

Berk, Robert. “Comparison of Performance of Subnormal, Normal and gifted Children on the Oseretsky Tests of Motor Ability” Ed. D. dissertation, Boston Univ., 1957.

Bernstein, N. The Coordination and Regulation of Movements. New York: Pergamon Press, 1967.

Biddulph, L. G. Athletic achievement and the personal and social adjustment of high school boys, Research Quart., AAHPER, 1954, 25, 1-7.

Gesell, A. The First Five Years of Life, New York: Harper & Row, 1940.

Ismail, A. H. The relationship between motor and intellectual development. In: New Perspectives of Man In Action, R. C. Brown and B. J. Cratty, (Ed.). Englewood Cliffs, N.J.: Prentice-Hall, 1969.

Ismail, A. H. , and Gruber, J. J. Integrated Development: Motor Aptitude and Intellectual Performance, Columbus, O.: Merrill, 1967.

Ismail, A. H., Kephart, N., and Cowell, C. C. Utilization of motor aptitude test batteries in predicting academic achievement. Tech. Report No. 1, Purdue Univ. Research Foundation, Lafayette, Ind., 1963.

10.

Kephart, Newell C. The Slow Learner In the Classroom. Columbus, O.: Merrill, 1960.

11.

Olson, Willard . Child Development. Boston, Mass.: D. C. Heath Co., 1959.

12.

Piaget, Jean. The Origins of Intelligence In Children. New York: Internat. Univ. Press, 1952.

13.

Rarick, Lawrence , and McGee, Robert. A study of twenty third grade children exhibiting extreme levels of achievement on tests of motor efficiency. Research Quart. AAHPER, 1949, 20: 142-152.

14.

Ryan, E. D.

“Relative Academic Achievement and Stabilometer Performance”

Research Quart. AAHPER, 1963, 34, 184-190.

15.

Shaffer, G. Interrelationship of Intelligence Quotient to Failure of Kraus-Weber Test Research Quart., AAHPER, 1959, 30, 75-86.

16.

Singer, Robert. “Interrelationship of physical, perceptual-motor, and academic achievement variables in elementary school children” Perceptual and Motor Skills, 1968, 27, 1323-1332.

17.

Singer, R. N. and J. W. Brunk. “The relationship of perceptual-motor ability to intellectual ability in elementary school children” perceptual and motor skills, 1967, 24, 967-970.