Embodied processes between maths and gross-motor skills

Over the last fifteen years, in several research areas, there has been a lot of studies about "embodied" cognition, ie the emerging view that considers cognitive processes deeply rooted in the interaction of the body with the world (Lakoff & Johnson, 1999). Starting from this theoretical framework and from a previous study that evaluated the possible correlations between gross motor skills and marks at school, the aim of this study was to evaluate the possible correlation between Maths and TGMD (Dale Urich, 1992) results. Through statistical analysis, the results showed some interesting positive correlation between these two variables, confirming the results of previous research and opening up some interesting reflections on the introductory basis theories.