Fundamental motor skills, executive functions, and academic achievement of Chinese schoolchildren: Testing a mediating model

This study highlights the critical role of FMS and EF in Chinese schoolchildren's academic achievement. The outcomes of this work suggest that educators can bolster FMS and EF through well-crafted, engaging, and encouraging interventions or programs. In turn, these designs can support the academic achievement of schoolchildren. Strategies aimed at improving object control can foster children's performance in Chinese and mathematics. Meanwhile, programs focused on developing stability skills can be implemented to enhance performance in mathematics, especially for younger primary schoolchildren.