Relationships between physical activity variables, developmental measures, socio-economic status, academic test scores, perceptual-motor tests and gender were examined for 261 year-six primary school students (137 females) with mean age = 12.3 years, SD = 0.3. Characteristics of child development were examined to identify those aspects most weighted towards academic performance. An exploratory principal components analysis with varimax rotation was undertaken. Principal components analysis showed that 59% of the variance in the data-set could be explained by four sub-types. Scores for perception of verticality of a rod against a tilted frame and for frontal plane semi-tandem dynamic postural stability loaded with scores for reading, writing, numeracy and socio-economic status on the first sub-type called the “Academic-Cognitive” component accounted for 22.24% of total variance with an eigenvalue of 3.3. Other components with Eigenvalues > 1 were “Pubescent Development”, “Fitness, Strength and Body Mass” and “Physical Activity and Motor Coordination”. The grouping of perceptual-motor and postural coordination tests with academic scores suggests possibilities for activities having synergy with academic performance and suggests further investigation to ascertain the extent of the associations.