Burrows et al. (2014)Burrows, E. J., Keats, M. R., & Kolen, A. M. (2014). Contributions of after school programs to the development of fundamental movement skills in children. International Journal of Exercise Science, 7(3), 236-249. PMid:27293501., Canada |
QE |
n = 40, INT = 15, CON = 25, M = 6.5, |
11 weeks, 60 min/time, 5 times/week. INT: Structured sports activities. CON: Non-structural free activities. |
TGMD-2(FMS, LMS, OCS) |
FMS:INT ≈ CON |
Non-physical teachers |
LMS:INT ≈ CON |
|
COS:INT ≈ CON |
Adamo et al. (2016)Adamo, K. B., Wilson, S., Harvey, A. L. J., Grattan, K. P., Naylor, P. J., Temple, V. A., & Goldfield, G. S. (2016). Does intervening in childcare settings impact fundamental movement skill development? Medicine and Science in Sports and Exercise, 48(5), 926-932. http://dx.doi.org/10.1249/MSS.0000000000000838. PMid:26656776. http://dx.doi.org/10.1249/MSS.0000000000...
, Canada |
CRCT |
n = 83, INT = 40, CON = 43, M = 4.2, |
24 weeks. INT: Combine structured and non-structured sports activities, use skipping rope, ball games and other equipment to practice movement skills, and create a good learning environment. CON: Non-structured sports activities. |
TGMD-2(FMS, LMS, OCS) |
FMS:INT > CON |
Trained teachers |
LMS:INT > CON |
|
OCS:INT ≈ CON |
Bonvin et al. (2013)Bonvin, A., Barral, J., Kakebeeke, T. H., Kriemler, S., Longchamp, A., Schindler, C., Marques-Vidal, P., & Puder, J. J. (2013). Effect of a governmentally-led physical activity program on motor skills in young children attending child care centers: a cluster randomized controlled trial. The International Journal of Behavioral Nutrition and Physical Activity, 10(1), 90. http://dx.doi.org/10.1186/1479-5868-10-90. PMid:23835207. http://dx.doi.org/10.1186/1479-5868-10-9...
, Switzerland |
CRCT |
n = 313, INT = 187, CON = 201, M = 3.3, |
INT: The government provides certain financial support to incorporate sports activities into the daily lives of children, but the government does not strictly require the curriculum and frequency of school sports activities. CON: Non-structured sports activities. |
ZNA |
INT ≈ CON |
Non-physical teachers |
Derri et al. (2001)Derri, V., Tsapakidou, A., Zachopoulou, E., & Kioumourtzoglou, E. (2001). Effect of a music and movement programme on development of locomotor skills by children 4 to 6 years of age. European Journal of Physical Education., 6(1), 16-25. http://dx.doi.org/10.1080/1740898010060103. http://dx.doi.org/10.1080/17408980100601...
, Greece |
RCT |
n = 68, INT = 35, CON = 33, M = 5.43, |
10 weeks, 35-40 min/time, 2 times/week. INT: Participate in structured sports activities, strengthen movement development, combine music and movement practice, CON: Participate in non-structured sports activities, |
TGMD-2(LMS) |
LMS:INT > CON |
Non-physical teachers |
Robinson et al. (2016)Robinson, L. E., Palmer, K. K., & Bub, K. L. (2016). Effect of the children’s health activity motor program on motor skills and self-regulation in head start preschoolers: an efficacy trial. Frontiers in Public Health, 4, 173. http://dx.doi.org/10.3389/fpubh.2016.00173. PMid:27660751. http://dx.doi.org/10.3389/fpubh.2016.001...
, United States |
RCT |
n = 113, INT = 68, CON = 45, M = 4.5, |
5 weeks, 40 min/time, 3 times/week. INT: Participate in CHAMP structured courses. CON: Participate in non-structured outdoor free activities. |
TGMD-2(FMS, LMS, OCS) |
FMS:INT > CON |
Trained teachers |
LMS:INT > CON |
|
OCS:INT > CON |
Gao et al. (2019)Gao, Z., Zeng, N., Pope, Z. C., Wang, R., & Yu, F. (2019). Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of Sport and Health Science, 8(2), 106-113. http://dx.doi.org/10.1016/j.jshs.2018.12.001. PMid:30997256. http://dx.doi.org/10.1016/j.jshs.2018.12...
, United States |
CT |
n = 56, INT = 36, CON = 20, M = 4.46, Non-physical teachers |
8 weeks, 20 min/time, 5 times/week. INT: The intervention content is a structured electronic video sports game, focusing on the development of movements and the cooperative practice of double and multiplayer. CON: Participate in non-structural outdoor sports activities and play freely in the playground. |
TGMD-2(FMS) |
INT ≈ CON |
Alhassan et al. (2012)Alhassan, S., Nwaokelemeh, O., Ghazarian, M., Roberts, J., Mendoza, A., & Shitole, S. (2012). Effects of locomotor skill program on minority preschoolers’ physical activity levels. Pediatric Exercise Science, 24(3), 435-449. http://dx.doi.org/10.1123/pes.24.3.435. PMid:22971559. http://dx.doi.org/10.1123/pes.24.3.435...
, United States |
RCT |
n = 71, INT = 43, CON = 28, M = 4.3, Non-physical teachers |
24 weeks, 30 min/time, 5 times/week. INT: Structured LMS-AP course, 30 course plans, 3-5 minutes of music warm-up, 20 minutes of FMS practice, 5 minutes of free performance, and enhanced FMS. CON: Free play through exercise equipment. |
TGMD-2(LMS) |
LMS:INT ≈ COM LEAPING:INT > CON |
Deli et al. (2006)Deli, E., Bakle, I., & Zachopoulou, E. (2006). Implementing intervention movement programs for kindergarten children. Journal of Early Childhood Research, 4(1), 5-18. http://dx.doi.org/10.1177/1476718X06059785. http://dx.doi.org/10.1177/1476718X060597...
, Greece |
CT |
n = 75, INT1 = 25, INT2 = 25, CON = 25, M = 5.4, Trained teachers |
10 weeks, 35 min/time, 2 times/week. INT: Experimental group A participates in structured sports, and experimental group B consists of music plus structured sports. CON: Non-structural free activities. |
TGMD-2(LMS) |
INT > CON |
Rocha et al. (2017)Rocha, H. A., Marinho, D. A., Jidovtseff, B., Silva, A. J., & Costa, A. M. (2017). Influence of regular soccer or swimming practice on gross motor development in childhood. Motricidade, 12(4), 33-43. http://dx.doi.org/10.6063/motricidade.7477. http://dx.doi.org/10.6063/motricidade.74...
, Portugal |
RCT |
n = 33, INT1 = 11, INT2 = 11, CON = 11, M = 4.8, Non-physical teachers |
20 weeks, 45 min /time, 2 times/week. INT: Intervention by structured physical activities. Experimental group 1 uses swimming, which includes water exercises and basic water exercises. Experimental group 2 uses football, which includes the basic skills of dribbling, passing, shooting and the training of communication and cooperation skills. CON: Non-structured sports activities, mainly free play. |
TGMD-2 |
soccer VS CON |
LMS:INT > CON |
OCS:INT > CON swim VS CON |
LSM:INT > CON |
OCS:INT > CON soccer VS swim |
LMS:soccer > swim |
OCS:soccer > swim |
Tortella et al. (2016)Tortella, P., Haga, M., Loras, H., Sigmundsson, H., & Fumagalli, G. (2016). Motor skill development in italian pre-school children induced by structured activities in a specific playground. PLoS One, 11(7), e0160244. http://dx.doi.org/10.1371/journal.pone.0160244. PMid:27462985. http://dx.doi.org/10.1371/journal.pone.0...
, Italy |
CT |
n = 110, INT = 71, CON = 39, M = 5.7, Non-physical teachers |
20 weeks, 60 min/time, 1 time/week. INT: 30 minutes of structured exercise plus 30 minutes of free activities. Under the guidance of the teacher, you can practice climbing, balance and other physical qualities through various equipment in the amusement park. CON: Mainly non-structured activities. |
test of motor competence KTK |
FMS:INT > CON. |
Lemos et al. (2012)Lemos, A. G., Avigo, E. L., & Barela, J. A. (2012). Physical education in kindergarten promotes fundamental motor skill development. Advances in Physical Education, 2(1), 17-21. http://dx.doi.org/10.4236/ape.2012.21003. http://dx.doi.org/10.4236/ape.2012.21003...
, Brazil |
RCT |
n = 50, INT = 25, CON = 25, M = 4.7, Trained teachers |
32 weeks, 50 min/time, 1 time/week. INT: Structured physical education, including cooperative games and exercises in action skills in a fun environment. CON: Free entertainment activities in the playground under the supervision of the head teacher. |
TGMD-2(LMS, OCS) |
LMS:INT > CON OCS:INT > CON |
Veldman et al. (2017)Veldman, S. L. C., Palmer, K. K., Okely, A. D., & Robinson, L. E. (2017). Promoting ball skills in preschool-age girls. Journal of Science and Medicine in Sport, 20(1), 50-54. http://dx.doi.org/10.1016/j.jsams.2016.04.009. PMid:27283343. http://dx.doi.org/10.1016/j.jsams.2016.0...
, United States |
RCT |
n = 54, INT = 38, CON = 16, M = 5.4, Non-physical teachers |
9 weeks, 30 min/time, 2 times/week. INT: Participate in 6 sports (throwing, receiving, serving, kicking, dribbling and rolling). CON: Outdoor game activities. |
TGMD-2(OCS) |
OCS:INT > CON |
Jones, et al. (2011)Jones, R. A., Riethmuller, A., Hesketh, K., Trezise, J., Batterham, M., & Okely, A. D. (2011). Promoting fundamental movement skill development and physical activity in early childhood settings: a cluster randomized controlled trial. Pediatric Exercise Science, 23(4), 600-615. http://dx.doi.org/10.1123/pes.23.4.600. PMid:22109783. http://dx.doi.org/10.1123/pes.23.4.600...
, Australia |
CRCT |
n = 97, INT = 52, CON = 45, M = 4.8, Physical Education Teacher |
20 weeks, 20 min/time, 3 times/week. INT: Jump Start structured courses, mainly focus on children's movement development, encourage children to actively explore and try different ways of movement skills exercise. CON: Regular activities + games. |
TGMD-2(LMS, OCS) |
LMS:INT > OCS OCS:INT > OCS |
Jones et al. (2015), Australia |
RCT |
n = 150, INT = 77, CON = 73, Trained teachers |
24 weeks, 20 min/time, 3 times/week. INT: JUNP START structured courses, interesting methods, guide children to practice various motor skills. CON: Regular activities + games. |
TGMD-2(LMS, OCS) |
LMS:INT ≈ OCS COS:INT ≈ OCS |
Brian et al. (2017)Brian, A., Goodway, J. D., Logan, J. A., & Sutherland, S. (2017). SKIPing with teachers: an early years motor skill intervention. Physical Education and Sport Pedagogy, 22(3), 270-282. http://dx.doi.org/10.1080/17408989.2016.1176133. http://dx.doi.org/10.1080/17408989.2016....
, United States |
QE |
n = 57, INT = 26, CON = 31, M = 4.8, Trained teachers |
24 weeks, 30 min/time, 2 times/week. INT: SKIP structured course that emphasizes movement development, 2-3 minutes of music warm-up, 2 10-minute task practice of object control skills, 3-4 minutes of stretching. CON: Non-structural free activities. |
TGMD-2(OCS) |
OCS:INT > CON |
Iivonen (2011), Finland |
CT |
n = 84, INT = 39, CON = 45, M = 4.8, Trained teachers |
32 weeks, 45 min/time, 2 times/week. INT: Structured Physical Education Curriculum PEC, the European Union Early Preschool Children's Sports Program. CON: Unstructured gaming activities. |
APM(FMS) |
FMS:INT > CON |
Battaglia et al. (2019)Battaglia, G., Alesi, M., Tabacchi, G., Palma, A., & Bellafiore, M. (2019). The development of motor and pre-literacy skills by a physical education program in preschool children: a non-randomized pilot trial. Frontiers in Psychology, 9, 2694. http://dx.doi.org/10.3389/fpsyg.2018.02694. PMid:30687164. http://dx.doi.org/10.3389/fpsyg.2018.026...
, Italy |
CT |
n = 119, INT = 90, CON = 29, M = 5.5, Physical Education Teacher |
16 weeks, 45 min/time, 2 times/week. INT: Structured physical activity class PEP, highlighting the development of activity awareness, basic movement and perception-sensory skills, and stimulating participation motivation through games. CON: Non-structural physical activity. |
Italian version of gross motor development test |
LMS:INT > CON OCS:INT > CON |
Wasenius et al. (2018)Wasenius, N. S., Grattan, K. P., Harvey, A. L. J., Naylor, P. J., Goldfield, G. S., & Adamo, K. B. (2018). The effect of a physical activity intervention on preschoolers’ fundamental motor skills — a cluster RCT. Journal of Science and Medicine in Sport, 21(7), 714-719. http://dx.doi.org/10.1016/j.jsams.2017.11.004. PMid:29150312. http://dx.doi.org/10.1016/j.jsams.2017.1...
, Canada |
CRCT |
n = 215, INT1 = 59, CON = 62, INT2 = 94, Trained teachers |
24 weeks, 60 min/time, 5 times/week. INT1: Structured ABC activity course, INT2: Combination of ABC activity course + family intervention. CON: Non-structural physical activity. |
TGMD-2(LMS, OCS) |
FMS:INT ≈ CON LMS:TIN > CON OCS:INT ≈ CON |
Palmer et al. (2019)Palmer, K. K., Chinn, K. M., & Robinson, L. E. (2019). The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 98-105. http://dx.doi.org/10.1016/j.jshs.2018.12.003. PMid:30997255. http://dx.doi.org/10.1016/j.jshs.2018.12...
, United States |
RCT |
n = 102, INT = 64, CON = 38, M = 5.2, Physical Education Teacher |
5 weeks, 40 min/time, 3 times/week. INT: The structured CHAMP course focuses on movement development. The basic structure includes a 2-minute warm-up, 3-4 minutes of motor skills station instruction, 32-35 minutes of motor skills practice, and 2-3 minutes of relaxation activities. CON: Free physical activity on the regular playground. |
TGMD-3(LMS, OCS) |
LMS:INT > CON OCS:INT > CON |
Mostafavi et al. (2013)Mostafavi, R., Ziaee, V., Akbari, H., & Haji-Hosseini, S. (2013). The effects of SPARK physical education program on fundamental motor skills in 4-6 year-old children. Iranian Journal of Pediatrics, 23(2), 216-219. PMid:23724186., Iran |
CT |
n = 90, INT1 = 30, INT2 = 30, CON = 30, Physical Education Teacher |
8 weeks, 3 times/week. INT1: SPARK structured curriculum, using a combination of sports, play and entertainment. INT2: Gymnastics intervention group. CON: Free play activities. |
TGMD-2(FMS, LMS, OCS) |
spark VS CON FMS:INT > CON LMS:INT > CON OCS:INT > CON gym VS COM FMS:INT ≈ COM LMS:INT ≈ COM OCS:INT ≈ COM |
Veldman et al. (2016), Crolia |
RCT |
n = 78, INT1 = 21, INT2 = 14, INT3 = 22, CON = 21, M = 5.3, Non-physical teachers |
80 weeks, 45 min/week, 2 times/week. INT1: Use mixed sports interventions (football, volleyball, handball, badminton, tennis, gymnastics, martial arts, etc.), INT2: use rhythmic gymnastics, including balance, flexibility and dance, etc., INT3: football, including basic skills and competitions. CON: School sports activities arranged daily. |
TGMD-2(LMS, OCS) |
Mixed intervention VS football and aerobics LMS:INT > CON OCS:INT > CON Football, aerobics and regular activities |
LMS:INT ≈ CON OCS:INT ≈ CON |
Wu (2015)Wu, S. (2015). An empirical study of rhythmic physical activity on the development of children’s gross motor development from the perspective of movement development. Journal of Beijing Sport University, 38(15), 98-106., China |
RCT |
n = 80, INT = 40, CON = 40, M = 4.5, Non-physical teachers |
48 weeks, 20-30 min/time, 5 times/week. INT: Rhythmic physical activity that integrates fundamental movement development, with music. CON: Free activities. |
TGMD-2(FMS, LMS, OCS) |
FMS:INT > CON |
LMS:INT > CON |
OCS:INT > CON |
Yang (2017)Yang, Q. (2017). Experimental intervention on the movement development of preschool children’s large muscles from the perspective of movement development. Journal of Xi’an Institute of Physical Education, 34(3), 341-347., China |
RCT |
n = 120, INT = 60, CON = 60, M = 5.7, Non-physical teachers |
12 weeks, 30-40 min/time, 2 times/week. INT: Structural sports from the perspective of movement development. CON: Free activities. |
TGMD-3(FMS, LMS, OCS) |
FMS:INT > CON |
LMS:INT > CON |
OCS:INT > CON |