Hierarchical motor competencies and academic achievement: visual-motor integration as the key correlate for school-age children in a disadvantaged context

Purpose The relationship between motor competencies and academic achievement in children from disadvantaged backgrounds remains unclear. This study proposes a theoretical framework titled “Motor Competency–Academic Achievement Link Based on Cognitive Demand Hierarchy” to guide subsequent investigations into the association between hierarchically structured motor competencies and academic achievement among children from disadvantaged backgrounds. We hypothesize that visual-motor integration within the sensorimotor integration dimension, which requires active higher-order cognitive involvement, may exhibit a significant association with academic achievement. Methods A cross-sectional study design was employed, with a sample of 155 children aged 6–12 years from a rural primary school in a mountainous region of Yunnan, China. Hierarchical motor competencies were assessed, including speed, hand dribbling, and visual-motor integration measured using a modified five-figure version of the Bender-Gestalt test. Academic achievement was operationalized as a composite index derived from standardized final examination scores. Hierarchical multiple regression analysis was conducted to examine the extent to which each motor competency level was uniquely associated with academic achievement, while controlling for demographic covariates. Results Hierarchical regression analysis, controlling for grade, gender and BMI, revealed that visual-motor integration was a significant correlate of overall academic achievement (β = 0.436, p < 0.001). Domain-specific analyses showed that visual-motor integration significantly correlated with both mathematics (β = 0.419, p < 0.001) and Chinese language (β = 0.393, p < 0.001) performance. Basic speed measures showed a significant association with Chinese language only when grade was controlled. However, sensitivity analyses omitting grade indicated that this association was not robust and was likely confounded by developmental differences. In contrast, the correlates between visual-motor integration and academic achievement remained statistically significant across different nutritional status groups and were confirmed in multiple sensitivity analyses. Conclusion The present findings provide preliminary evidence that, in resource-limited settings, children's visual-motor integration may be a domain-general correlate of academic achievement. In contrast, automated motor skills did not emerge as a significant correlate of academic achievement. Speed does not show an independent association after accounting for grade-related maturational differences.