Author(s): SONG, H., ZHANG, B., LAU, W.C., Institution: THE EDUCATION UNIVERSITY OF HONG KONG, Country: CHINA, Abstract-ID: 647

Introduction
Executive function (EF) is crucial for academic and life success in early childhood. While fundamental movement skills (FMS), physical activity (PA), and physical fitness (PF) are interrelated and support cognitive development, their complex pathways to EF remain unexplored. This study investigated the direct and indirect relationships between FMS, PA, PF, and EF in preschoolers.
Methods
This cross-sectional study included 720 Chinese preschoolers. FMS were assessed with the Test of Gross Motor Development-3. PA was measured using accelerometers. PF was evaluated through cardiorespiratory fitness, muscular strength, endurance, and speed-agility tests. EF was measured via computerized tasks, including the Animal Stroop task, the Stop-Signal task, and the Safari Training task. Structural equation modeling (SEM) was used to analyze the direct and indirect pathways, controlling for age, gender, socioeconomic status, and body mass index.
Results
The SEM demonstrated adequate fit. FMS was strongly associated with PF (β= 0.92, p< 0.001) and PA (β= 0.36, p< 0.001). PA was positively associated with PF (β= 0.10, p< 0.001). PF was directly associated with EF (β= 0.62, p= 0.030), and the indirect pathway from FMS to EF through PF was significant (β= 0.57, p= 0.041). The direct paths from FMS to EF and PA to EF, and the indirect pathways involving PA, were not significant.
Discussion
The relationship between motor skills and EF in preschoolers is mediated by PF. This suggests that the neurophysiological adaptations from PF, driven by proficient FMS, are a primary mechanism to support cognitive development. Interventions aiming to enhance EF should focus on developing FMS and improving PF, rather than only increasing PA time.