Feasibility of Joint Assessment of Mathematical and Motor Competence in Early Childhood Education: A Pilot Study Using the TEMA-3 and MABC-2

Abstract

[Abstract] Growing interest in embodied cognition within early mathematics education has underscored the need for rigorous methodologies capable of examining the relationship between mathematical and motor competence during early childhood. Nevertheless, empirical research has rarely employed standardized instruments to assess both domains simultaneously in authentic educational settings. This pilot study investigated the feasibility of jointly administering the Test of Early Mathematics Ability–Third Edition (TEMA-3) and the Movement Assessment Battery for Children–Second Edition (MABC-2), while exploring preliminary associations between mathematical and motor competence. A quantitative, non-experimental, ex post facto design was implemented with 30 children enrolled in the final year of Early Childhood Education, proportionally distributed across four schools representing diverse educational contexts and randomly selected within each institution. Mathematical competence was measured using the TEMA-3, whereas motor competence was assessed with the MABC-2 following standardized administration protocols. Descriptive statistics and exploratory correlation analyses indicated that the combined assessment protocol was feasible in terms of administration procedures, testing conditions, participant engagement, and score variability. Although no statistically significant associations emerged for the overall sample, subgroup analyses revealed moderate positive relationships between balance and both informal and overall mathematical competence among girls, and between aiming and catching, balance, and mathematical competence among older children, whereas formal mathematical competence exhibited consistently weak associations with motor competence. Despite the limited sample size and exploratory nature of the study, these findings demonstrate the methodological feasibility of integrating standardized assessments of mathematical and motor competence in Early Childhood Education and provide preliminary evidence to inform adequately powered confirmatory research. The observed subgroup patterns are consistent with embodied cognition perspectives and should be interpreted as hypothesis-generating rather than confirmatory.