Table 1_Fundamental motor skill interventions significantly improve executive functions and social–emotional competence in preschoolers: a meta-analysis.docx

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 × 30 min) 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 registrationThe 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.