Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts.
Saved in:
| Title: | Enhancing fundamental motor skills through active play: a systematic review and meta-analysis of educational contexts. |
|---|---|
| Authors: | Ramos-Munell, Javier1 (AUTHOR), Gallardo-Gómez, Daniel1 (AUTHOR), Álvarez-Barbosa, Francisco1 (AUTHOR), Alfonso-Rosa, Rosa M.2,3 (AUTHOR), Reilly, John J.4 (AUTHOR), Okely, Anthony5,6 (AUTHOR), del Pozo-Cruz, Borja7,8,9 (AUTHOR), del Pozo-Cruz, Jesús1,3 (AUTHOR) jpozo2@us.es |
| Source: | European Early Childhood Education Research Journal. Feb2026, Vol. 34 Issue 1, p152-172. 21p. |
| Subject Terms: | *Motor ability, *Educational planning, *Comparative studies, *School environment, Minors, Regional differences |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2025.2487929 |
