Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts

Javier Ramos-Munell; Daniel Gallardo-Gómez; Francisco Álvarez-Barbosa; Rosa M. Alfonso-Rosa; John J. Reilly; Anthony Okely; Borja del Pozo-Cruz; Jesús del Pozo-Cruz

doi:10.1080/1350293x.2025.2487929

Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts

Javier Ramos-Munell, Daniel Gallardo-Gómez, Francisco Álvarez-Barbosa, Rosa M. Alfonso-Rosa, John J. Reilly, Anthony Okely, Borja del Pozo-Cruz, Jesús del Pozo-Cruz^*

^*Corresponding author for this work

Physical Activity And Health

Research output: Contribution to journal › Article › peer-review

Abstract

This study examines the effectiveness of active play interventions to enhance Fundamental Motor Skills (FMS) in children aged 2–5 and compares different intervention modalities. It also explores the moderating role of world region and the use of recess in educational contexts. A systematic review and Bayesian meta-analysis were conducted, using data from MEDLINE, Web of Science (WOS), Scopus, PsycINFO, Cinahl, and SPORTdiscus up to January 2023. Clinical trials with active play interventions in educational settings were included, excluding multicomponent interventions. Eighteen studies (2816 participants; 240 effect sizes) met the criteria. The overall average treatment effect (ATE) of active play versus control was 0.07 (95% CrI −0.004–0.15). Motor skills interventions showed a significant effect (SMD = 0.16, 95% CrI 0.01–0.29), especially when integrated into recess (SMD = 0.31, 95% CrI 0.03–0.62). The effectiveness varied across regions, highlighting the need for regional consideration in implementation.

Original language	English
Pages (from-to)	1-21
Number of pages	21
Journal	European Early Childhood Education Research Journal
Early online date	5 Apr 2025
DOIs	https://doi.org/10.1080/1350293x.2025.2487929
Publication status	E-pub ahead of print - 5 Apr 2025

Funding

This work was supported by Government of Andalusia, Research, Development, and Innovation Programme [grant number PAIDI P20_1181].

Keywords

child
preschool
motor skills
active play
recess time
physical activity
meta-analysis

Access to Document

10.1080/1350293x.2025.2487929

Ramos-Munell-etal-EECERJ-2025-Enhancing-fundamental-motor-skills-through-active-playAccepted author manuscript, 1.09 MBLicence: CC BY 4.0

Cite this

Ramos-Munell, J., Gallardo-Gómez, D., Álvarez-Barbosa, F., Alfonso-Rosa, R. M., Reilly, J. J., Okely, A., del Pozo-Cruz, B., & del Pozo-Cruz, J. (2025). Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts. European Early Childhood Education Research Journal, 1-21. Advance online publication. https://doi.org/10.1080/1350293x.2025.2487929

@article{7d4497f24058413cae703d4ad4a4ed8e,

title = "Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts",

abstract = "This study examines the effectiveness of active play interventions to enhance Fundamental Motor Skills (FMS) in children aged 2–5 and compares different intervention modalities. It also explores the moderating role of world region and the use of recess in educational contexts. A systematic review and Bayesian meta-analysis were conducted, using data from MEDLINE, Web of Science (WOS), Scopus, PsycINFO, Cinahl, and SPORTdiscus up to January 2023. Clinical trials with active play interventions in educational settings were included, excluding multicomponent interventions. Eighteen studies (2816 participants; 240 effect sizes) met the criteria. The overall average treatment effect (ATE) of active play versus control was 0.07 (95% CrI −0.004–0.15). Motor skills interventions showed a significant effect (SMD = 0.16, 95% CrI 0.01–0.29), especially when integrated into recess (SMD = 0.31, 95% CrI 0.03–0.62). The effectiveness varied across regions, highlighting the need for regional consideration in implementation.",

keywords = "child, preschool, motor skills, active play, recess time, physical activity, meta-analysis",

author = "Javier Ramos-Munell and Daniel Gallardo-G{\'o}mez and Francisco {\'A}lvarez-Barbosa and Alfonso-Rosa, {Rosa M.} and Reilly, {John J.} and Anthony Okely and {del Pozo-Cruz}, Borja and {del Pozo-Cruz}, Jes{\'u}s",

year = "2025",

month = apr,

day = "5",

doi = "10.1080/1350293x.2025.2487929",

language = "English",

pages = "1--21",

journal = "European Early Childhood Education Research Journal",

issn = "1350-293X",

publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Enhancing fundamental motor skills through active play

T2 - a systematic review and meta-analysis of educational contexts

AU - Ramos-Munell, Javier

AU - Gallardo-Gómez, Daniel

AU - Álvarez-Barbosa, Francisco

AU - Alfonso-Rosa, Rosa M.

AU - Reilly, John J.

AU - Okely, Anthony

AU - del Pozo-Cruz, Borja

AU - del Pozo-Cruz, Jesús

PY - 2025/4/5

Y1 - 2025/4/5

N2 - This study examines the effectiveness of active play interventions to enhance Fundamental Motor Skills (FMS) in children aged 2–5 and compares different intervention modalities. It also explores the moderating role of world region and the use of recess in educational contexts. A systematic review and Bayesian meta-analysis were conducted, using data from MEDLINE, Web of Science (WOS), Scopus, PsycINFO, Cinahl, and SPORTdiscus up to January 2023. Clinical trials with active play interventions in educational settings were included, excluding multicomponent interventions. Eighteen studies (2816 participants; 240 effect sizes) met the criteria. The overall average treatment effect (ATE) of active play versus control was 0.07 (95% CrI −0.004–0.15). Motor skills interventions showed a significant effect (SMD = 0.16, 95% CrI 0.01–0.29), especially when integrated into recess (SMD = 0.31, 95% CrI 0.03–0.62). The effectiveness varied across regions, highlighting the need for regional consideration in implementation.

AB - This study examines the effectiveness of active play interventions to enhance Fundamental Motor Skills (FMS) in children aged 2–5 and compares different intervention modalities. It also explores the moderating role of world region and the use of recess in educational contexts. A systematic review and Bayesian meta-analysis were conducted, using data from MEDLINE, Web of Science (WOS), Scopus, PsycINFO, Cinahl, and SPORTdiscus up to January 2023. Clinical trials with active play interventions in educational settings were included, excluding multicomponent interventions. Eighteen studies (2816 participants; 240 effect sizes) met the criteria. The overall average treatment effect (ATE) of active play versus control was 0.07 (95% CrI −0.004–0.15). Motor skills interventions showed a significant effect (SMD = 0.16, 95% CrI 0.01–0.29), especially when integrated into recess (SMD = 0.31, 95% CrI 0.03–0.62). The effectiveness varied across regions, highlighting the need for regional consideration in implementation.

KW - child

KW - preschool

KW - motor skills

KW - active play

KW - recess time

KW - physical activity

KW - meta-analysis

UR - https://github.com/dgalgom/Preschoolers.git

UR - https://doi.org/10.17868/strath.00092649

U2 - 10.1080/1350293x.2025.2487929

DO - 10.1080/1350293x.2025.2487929

M3 - Article

SN - 1350-293X

SP - 1

EP - 21

JO - European Early Childhood Education Research Journal

JF - European Early Childhood Education Research Journal

ER -

Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts

Abstract

Funding

Keywords

Access to Document

Other files and links

Fingerprint

Cite this