The aim of this project is to examine the effects of infant motor development on adolescent energy balance-related behaviour (EBRB) (physical activity and sedentary behaviour), and to identify learning and development, behavioural and health-related factors that mediate these effects (study I). In addition, we aim to examine the effects of self-reported and objectively measured EBRB on adolescent self-reported and teacher-rated academic achievement, and to identify factors/processes that mediate these effects (study II).

We hypothesise that early infant motor development predicts adolescent EBRB via developmental, behavioural and health-related factors like learning, behaviour/psychopathology, language development, personality, motor abilities and behaviour, anthropometry and various physical and mental health measures. We also hypothesise that EBRB predicts academic attainment via social, psychological and health-related factors like cognitive function, self-esteem, academic motivation and goal setting, interpersonal and social skills, psychopathology and school enjoyment, sleep, stress, obesity and physical fitness.Because of partly explorative nature of the study, mediating variables will be specified during structural equation model (SEM) building.

In study I, infant motor development at the age of 6 and 18 months is the main independent factor. Dependent variables include objectively and subjectively measured physical activity and sedentary behaviour/time. Possible mediating factors include parent-reported, teacher assessed and/or clinically measured learning (e.g. learning abilities and performance), behaviour/psychopathology (e.g. emotional and behavioural problems), language development, personality (e.g. self-concept, sensation seeking and locus of control), motor abilities and behaviour (e.g. gross and fine motor skills), anthropometry (height, weight and fat mass) and physical and mental/psycho-social health measures.

In study II, independent variables include objectively and subjectively measured physical activity and sedentary behaviour/time from age 7 to 16 years. Dependent variables are academic achievement at age 16 years, including spelling, understanding mathematics and science and school experiences and aspirations. Possible mediating factors include teacher assessed and clinically measured learning (e.g. learning abilities and performance), cognitive function, self-concept and academic self-confidence, interpersonal and social skills and relationships, behaviour/psychopathology (e.g. emotional and behavioural problems), school enjoyment, anthropometry (height, weight and fat mass), physical fitness, as well as physical and mental health measures.