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The relative contribution of physical literacy, fine motor skills and balance in predicting cognitive reserve index of the elderly
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Hamid Reza Yadollahi   , Mohammad Reza Ghasemian Moghadam * , Zahra Pouraghaei Ardakani |
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Abstract: (17 Views) |
Introduction: Given the global rise in aging populations and increased life expectancy, maintaining cognitive function in older adults has become increasingly crucial. Therefore, this study aimed to investigate the relative contribution of physical literacy, fine motor skills, and balance in predicting cognitive reserve indices among the elderly.
Method: A total of 120 healthy old men and women aged 60 to 65 years participated in this study. Data were collected using the Cognitive Reserve Questionnaire, the Physical Literacy Questionnaire, the Berg Balance Test, and the Purdue Pegboard Test. Data analysis was performed using PLS software, and structural equation modeling was employed to assess the relationships between the variables.
Results: The findings revealed that physical literacy had a positive impact on cognitive reserve with a coefficient of 0.182, fine motor skills with a coefficient of 0.362, balance with a coefficient of 0.435, and the combined effect of physical literacy, balance, and fine motor skills on cognitive reserve was significant with a coefficient of 0.882 in the structural equations. Thus, the research hypothesis regarding the significance of these three variables was confirmed.
Conclusion: This study highlights the importance of paying attention to all physical, cognitive, and motor dimensions throughout life, especially during old age. Enhancing physical literacy and engaging in regular physical activities not only aids in maintaining and improving motor and balance abilities, but also serves as an effective strategy to combat cognitive decline and improve the quality of life in older adults.
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| Keywords: Cognitive Reserve, Physical Literacy, Balance, Fine Motor Skills, Aged. |
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Type of Study: Original research |
Subject:
elderly physical issues
Received: 2025/05/5 | Accepted: 2025/06/10 | Published: 2025/10/10
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