Domain-specific motor skill outcomes following a structured play-based motor intervention in preschool children: a cluster-randomized controlled trial

Abstract

Background Fundamental motor skills (FMS) are key components of early motor competence and part of the physical competence domain of physical literacy. However, less is known about domain-specific effects of structured play-based motor programs in preschool children and whether these effects vary by baseline motor competence and age. Materials and methods This cluster-randomized controlled trial included 160 children aged 3–6 years from eight preschool classes, with classes randomly allocated to an intervention group (IG; five classes, n = 98) or a control group (CG; three classes, n = 62). The IG received an 8-week structured play-based motor intervention twice weekly, whereas the CG continued usual preschool activities. FMS were assessed pre- and post-intervention using the Test of Gross Motor Development–Third Edition. Primary outcomes were locomotor raw scores, ball skills raw scores, and the Gross Motor Index (GMI). Primary complete-case analyses included 139 children and used ANCOVA models with post-intervention scores as dependent variables, group and sex as fixed factors, and baseline score and age as covariates. Main effects and interactions were tested using F-tests, with partial eta squared (η2p) reported. Mixed-effects models with preschool class as a random intercept and multiple imputation for missing post-intervention data were conducted as sensitivity analyses. The study was registered at ClinicalTrials.gov (NCT07624695; https://clinicaltrials.gov/study/NCT07624695). Results Compared with the CG, the IG showed significantly higher post-intervention locomotor scores, ball skills scores, and GMI. Group effects were significant for locomotor skills, F(1,131) = 31.37, p < .001, η2p = .193; ball skills, F(1,131) = 94.81, p < .001, η2p = .420; and GMI, F(1,131) = 73.24, p < .001, η2p = .359. Significant group × baseline score interactions were observed for all outcomes, while group × age interactions were significant for ball skills and GMI. Sensitivity analyses yielded results consistent with the complete-case findings. Conclusions Among preschool children, a structured play-based motor intervention was associated with greater improvements in FMS than usual preschool activities. Findings suggest that intervention effects may vary by motor domain, baseline competence, and age, supporting differentiated and developmentally responsive approaches to early childhood motor skill development.