The preschool period is a critical window for the development of Fundamental Movement Skills (FMS). A systematic review and meta-analysis published in BMC Public Health, synthesizing data from 23 studies involving 2,201 children aged 2–6 years, revealed equivalent efficacy between structured active play and skill-oriented physical education in improving FMS, offering novel insights for physical activity interventions.

Research Background: The Global Challenge of FMS Deficits

Fundamental Movement Skills (FMS)—including locomotor, object control, and balance abilities—form the foundation for physical activity participation and holistic health. However, global FMS proficiency among preschoolers remains suboptimal, exacerbating risks of obesity and chronic diseases. While traditional skill-oriented physical education systematically enhances motor skills, its reliance on specialized instructors and equipment, coupled with repetitive drills, may reduce children’s engagement. The study aimed to:

• Update evidence on the effectiveness of active play interventions and characterize their FMS improvement patterns.
• Compare the effects of active play versus skill-oriented physical education on FMS outcomes.
• Explore differential efficacy among active play subtypes (structured vs. unstructured) in promoting FMS development.

Methodology: Evidence Synthesis Across Two Decades

The research team conducted a systematic review and meta-analysis of studies published between 2004–2024. Outcomes included total FMS, locomotor skills, object control skills, and balance skills.

Core Findings: Active Play and Skill-Oriented Physical Education Show Equivalent Efficacy

The meta-analysis results demonstrated that, compared to skill-oriented physical education, active play showed no statistically significant differences in improving total FMS, locomotor skills, object control skills, or balance. This indicates that both approaches are equally effective in enhancing total FMS among preschool children.

Subgroup analysis revealed that skill-oriented physical education slightly outperformed unstructured active play in improving total FMS and locomotor skills. This suggests that structured active play is more effective than unstructured active play in promoting FMS development in preschool children.

Practical Implications: Balancing Play and Education Models to Build a Multidimensional Movement Ecosystem

In regions with limited teaching resources and facilities, structured active play can serve as an efficient supplement to skill-oriented physical education. Strategies include flexibly modifying play environments, integrating free online curriculum resources, and implementing “fragmented activity modes” (short, frequent sessions) to enhance preschool children’s FMS. Policymakers should adopt a dual-track approach:

• Funding the construction of safe and adaptable play spaces (e.g., installing anti-fall mats, modular equipment).
• Providing community training to help teachers and parents develop risk stratification management skills (e.g., distinguishing “hazards” from “challenges”), thereby balancing safety with the multidimensional developmental value of play.

It is noteworthy that while structured active play and skill-oriented physical education show comparable effects on FMS improvement, they are not mutually exclusive. The core goal of physical education is to cultivate lifelong physical literacy, and structured active play can be strategically integrated into existing systems as a complementary intervention. Although unstructured active play is suboptimal for FMS enhancement, its value in fostering creativity and social adaptability—critical aspects of preschool development—should not be overlooked. Therefore, the study advocates for hybrid intervention models that combine structured and unstructured approaches.