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<p>Despite the growing trend toward digitalisation in education, handwriting proficiency remains essential for academic success. Furthermore, the connection between physical interventions such as stretching and fine motor coordination and cognitive performance, particularly among school-aged children, has not been well explored. This study investigated the immediate effects of static and dynamic stretching on handwriting speed, legibility, executive function, and working memory in children. A crossover randomised trial was conducted with 43 primary school girls (aged 10–11&#xa0;years). Participants completed three counterbalanced sessions: static stretching (SS), dynamic stretching (DS), and no stretching (NS). Handwriting speed and legibility were assessed using the Handwriting Speed Test and legibility scale, respectively. Executive function and working memory were measured using the digital trail-making Test and digital block-tapping Test, respectively. SS significantly improved handwriting speed (η<sup>2</sup> = 0.21, <i>p</i> &lt; .001) compared with DS and NS, but reduced legibility, demonstrating a speed-accuracy trade-off. Both stretching modalities enhanced executive function, with SS showing superior improvements in working memory (η<sup>2</sup> = 0.18, <i>p</i> = .003). Various stretching modalities had distinct effects on handwriting skills, executive function, and working memory. SS optimises speed-dependent tasks and cognitive processing, whereas DS and NS better preserve accuracy. These findings provide evidence-based guidance for implementing targeted classroom-based physical interventions to enhance academic performance.</p>

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Differential impact of stretching modalities on handwriting proficiency, executive function, and working memory in school-aged girls

  • 期刊论文

  • 发表日期：

    2025年12月3日

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  • Mohamed Frikha,
  • Zainab Ali Alsalman,
  • Matthieu Lenoir

摘要

Despite the growing trend toward digitalisation in education, handwriting proficiency remains essential for academic success. Furthermore, the connection between physical interventions such as stretching and fine motor coordination and cognitive performance, particularly among school-aged children, has not been well explored. This study investigated the immediate effects of static and dynamic stretching on handwriting speed, legibility, executive function, and working memory in children. A crossover randomised trial was conducted with 43 primary school girls (aged 10–11 years). Participants completed three counterbalanced sessions: static stretching (SS), dynamic stretching (DS), and no stretching (NS). Handwriting speed and legibility were assessed using the Handwriting Speed Test and legibility scale, respectively. Executive function and working memory were measured using the digital trail-making Test and digital block-tapping Test, respectively. SS significantly improved handwriting speed (η2 = 0.21, p < .001) compared with DS and NS, but reduced legibility, demonstrating a speed-accuracy trade-off. Both stretching modalities enhanced executive function, with SS showing superior improvements in working memory (η2 = 0.18, p = .003). Various stretching modalities had distinct effects on handwriting skills, executive function, and working memory. SS optimises speed-dependent tasks and cognitive processing, whereas DS and NS better preserve accuracy. These findings provide evidence-based guidance for implementing targeted classroom-based physical interventions to enhance academic performance.