Examining the Role of Cognitive Indices in Predicting Motor Proficiency in Female Students: A Structural Equation Modeling Study

The present study aimed to examine the associations between specific cognitive indices and motor proficiency among female students aged 12–15 years
A descriptive-correlational design was employed, with (SEM) used to examine the relationships between cognitive and motor variables. A total of 98 female students were selected from lower secondary schools Tehran, through multistage cluster sampling during the 2024–2025 academic year. Cognitive functioning was assessed using the WISC-IV, including the Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed indices. Motor proficiency was assessed using the BOT-2. Data were analyzed using Pearson’s correlation coefficient and structural equation modeling in AMOS
Pearson’s correlation analysis showed moderate positive associations between the four WISC-IV indices and total motor proficiency, with correlation coefficients ranging from r = 0.426 to r = 0.435 (all p = 0.001). The strongest association with total motor proficiency was observed for the Verbal Comprehension Index (r = 0.435, p = 0.001). Structural equation modeling further indicated a significant positive standardized path from cognitive indices to motor proficiency (β = 0.235, p < 0.001), suggesting a significant statistical association between the two constructs. The association between the Working Memory Index and Strength was not statistically significant (r = 0.179, p = 0.077)
The findings indicate that cognitive functioning is positively associated with motor proficiency among female students aged 12–15 years. The correlation and SEM results provide evidence of a significant relationship between cognitive and motor functioning during early adolescence and highlight the potential relevance of cognitive–motor interactions in this developmental period