THE ROLE OF COORDINATIVE CAPACITIES IN DEVELOPING ATTENTION IN PRIMARY SCHOOL CHILDREN: A SYSTEMATIC LITERATURE REVIEW
THE ROLE OF COORDINATIVE CAPACITIES IN DEVELOPING ATTENTION IN PRIMARY SCHOOL CHILDREN: A SYSTEMATIC LITERATURE REVIEW

Summary/Abstract: Attention represents a fundamental cognitive ability that plays a crucial role in the learning outcomes of primary school children. Over the past decade, a growing number of studies have examined the relationship between coordinative motor activities and the improvement of attentional skills during primary school years. This paper offers a systematic review of the existing literature investigating the influence of coordinative capacities on the development of attention in children aged 6 to 12. The present review examines a selection of 20 peer-reviewed articles published between 2012 and 2025, which investigate physical education programs and intervention strategies that include components like balance, rhythmic movement, spatial awareness, and coordination activities. The analysis reveals a consistent trend across studies, indicating that coordinative activities are positively linked to enhancements in attention, especially in areas such as sustained concentration, selective focus, and mental flexibility. The findings also point to a neurocognitive explanation for this connection, as coordinative activities appear to engage brain regions responsible for executive control. The reviewed literature supports the value of well-structured and age-appropriate physical education programs that incorporate coordinative elements, beyond general physical fitness. Through this analysis, the review reinforces the perspective that educational strategies should address both motor and cognitive dimensions of child development. It also highlights the importance of interdisciplinary collaboration between physical education professionals, educational psychologists, and classroom teachers in developing movement-based approaches to support attentional growth. Future research is encouraged to further investigate and standardize such intervention methods across various learning environments.

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