Fundamental motor skill interventions significantly improve executive functions and social-emotional competence in preschoolers: a meta-analysis

Dynamic and embodied cognition theories propose synchronized motor, cognitive, and affective development; however, evidence on whether fundamental motor skills (FMS) enhance executive functions (EFs) and social-emotional competence (SEC) in preschoolers remains inconsistent. This systematic review (PRISMA-guided) synthesized 2000-2025 evidence from 10 studies (n=2,039; 6 good, 4 fair quality via PEDro) on FMS interventions in typically developing preschoolers. The meta-analysis revealed significant overall EF (SMD=0.40, 95% CI 0.20-0.61, p<0.001) and SEC (SMD=0.16, 95% CI 0.03-0.20, p=0.02) improvements. Subgroup analyses suggested that pure FMS programs may yield stronger EF effects (SMD=0.49) than combined programs (SMD=0.32), whereas intervention type had a minimal differential impact on SEC outcomes. 5 -year-old benefited more than 3-4-year-old did in both domains (EFs: 0.49 vs. 0.36; SECs: 0.22 vs. 0.12). A higher dosage (>2 sessions/week x 30min) yielded greater EF gains (0.51 vs. 0.27), while no significant dose-response relationship was observed for SEC. The findings confirm that FMS interventions enhance preschoolers' EFs and SEC, with optimal EFs from pure FMS targeting older children at higher dosages; SEC benefits are consistent across intervention types.

Systematic review registration

The protocol for this systematic review was prospectively registered on PROSPERO with the Unique Identifier: [CRD420251073707]. The registration is publicly accessible at: https://www.crd.york.ac.uk/prospero/, identifier CRD420251073707.