Author(s): SUM, K., YE, Z., TSANG, W.C.A., CHOY, H.L.A., ZHU, Y., Institution: THE CHINESE UNIVERSITY OF HONG KONG, Country: HONG KONG, Abstract-ID: 946

Introduction: Previous studies have supported that physical competence is strongly associated with cognitive, affective, and social competence in childhood development. However, the relative contributions of specific physical domains remain under‑specified, particularly in preschool samples. The purpose of this study was to investigate the specific associations of four physical competence domains (cardiorespiratory fitness [CRF], stability skills [SS], locomotor skills [LM], and object control [OC]) with executive function (EF), affective and social competence among preschoolers.

Methods: 165 preschoolers (mean age = 44.95 months; 44.2% girls) from five kindergartens across different Hong Kong districts completed assessments. Physical competence: CRF via PREFIT 20m shuttle run test, LM and OC via TGMD‑3, and SS via Stability Skills Test. EF: working memory via Word List Recall, cognitive flexibility, and inhibitory control via TRAILS‑P. Affective competence: EmQue Scale (emotion contagion, prosocial actions, attention to others’ feelings). Social/behavior: SCBE‑30 Scale (social competence, anger‑aggression, and –withdrawal). Multiple linear regressions were conducted, controlling for school, sex, BMI, and age, to isolate unique predictors, followed by a multivariate General Linear Model (MANOVA) to assess simultaneous effects.

Results: EF: LM and SS showed positive associations with cognitive flexibility (β=.231, p=.005 and β=.166, p=.046, respectively), while CRF was the only physical domain showing a significant association with inhibitory control (β=.206, p=.021). The MANOVA supported these patterns, with a moderate effect size for LM on cognitive flexibility (partial η²=.056). Affective & Social Competence: CRF and SS showed strong, independent associations with more prosocial actions (β=.273, p<.001 and β=.243, p<.001), supported by medium to large effect sizes in the MANOVA (η²=.094 and η²=.084). SS was also positively associated with greater attention to others’ feelings (β=.171, p=.038). CRF showed the most consistent associations with positive social functioning, relating to higher overall social competence (β=.158, p=.038) and fewer anger–aggression and anxiety–withdrawal problems (β=.249, p=.005 and β=.313, p<.001). SS was also associated with fewer anxiety‑withdrawal problems (β=.230, p =.008). OC showed no independent associations with any outcome.

Conclusion: Our findings indicate that not all domains of physical competence are equally related to preschoolers’ developmental outcomes. CRF and SS showed the most consistent associations with better executive function, prosocial behaviors, and fewer internalizing and externalizing problems. These results have indicated that early childhood curricula aimed at supporting whole‑child development may consider emphasizing activities that foster CRF and SS.