The Effects of Exergames on Fundamental Movement Skills in Childhood: A Systematic Review and Meta-analysis

Abstract

Physical inactivity is a public health crisis that is influenced by practical barriers in childhood. We define a category of interventions that can reduce barriers, with exergames being one example. There is mixed evidence on fundamental movement skills effects, due to variability in experimental outcomes, that may be limiting usage. This meta-analysis identifies the source of that variability to determine the effect of exergames on fundamental movement skills. To provide a comprehensive evidence base, we systematically surveyed 10 research databases / search engines (PubMed, APA PsycINFO, SPORTDiscus, IEEE Xplore, ACM Digital Library, Scopus, Proquest, Web of Science, ScienceDirect, and Google Scholar) to identify studies of the post-intervention effects of exergames upon children's fundamental movement skills, published between Jan 2000 and Dec 2025. Records were identified through boolean search terms and then manual reviews of abstracts and full text. We used set theory and order theory, in an approach we call systematic hypothesis testing, to explore all explanations for fundamental movement skills variability. In total, 17 statistically significant comparisons from 12 studies were identified. Comparisons between groups involved variance in coaching levels, activity structure levels, and whether the activity was an exergame or not. This study demonstrates that variability in fundamental movement skills effects is explained by coaching and activity structure, rather than exergame status. There was no evidence of a differential effect for skill components. Low-barrier exergames, as defined in our taxonomy of exergame types, are just as effective as traditional activity for fundamental movement skills adaptation. They should be freely chosen by teachers and parents, to overcome the practical challenges that are spiralling into physically inactive lifestyles. This study provides a taxonomy and model of statistically significant effects that future research should use to manage the methodological variability that has made building upon previous findings challenging. This meta-analysis provides definitive evidence that low-barrier exergames are just as effective as traditional activity for fundamental movement skill adaptation, in experimental conditions. The implications are that if practitioners are able to make use of exergames in practice, selecting activities based on needs, structuring activities, and coaching them like a traditional activity, then this should be considered a legitimate physical education activity. Coaching during low-barrier exergame play enhances fundamental movement skills, with no significant difference in overall performance levels when compared with coaching during a traditional activity. More research is needed on the fundamental movement skills effects of other forms of exergamoids, exergames with simulated coaching, and exergames with co-teaching systems. The conceptual model we develop explains how exergamoids may offer unique benefits as a community-based lifestyle intervention that complements existing strategies. Exergamoids can motivate fundamental movement skill acquisition in school and overcome practical barriers to physical activity in the home environment. By creating an activity opportunity that spans both settings, movement skills learned in school have an opportunity to translate to a pattern of engagement in physical activity at home. This meta-analysis provides definitive evidence that low-barrier exergames are just as effective as traditional activity for fundamental movement skill adaptation, in experimental conditions. The implications are that if practitioners are able to make use of exergames in practice, selecting activities based on needs, structuring activities, and coaching them like a traditional activity, then this should be considered a legitimate physical education activity. Coaching during low-barrier exergame play enhances fundamental movement skills, with no significant difference in overall performance levels when compared with coaching during a traditional activity. More research is needed on the fundamental movement skills effects of other forms of exergamoids, exergames with simulated coaching, and exergames with co-teaching systems. The conceptual model we develop explains how exergamoids may offer unique benefits as a community-based lifestyle intervention that complements existing strategies. Exergamoids can motivate fundamental movement skill acquisition in school and overcome practical barriers to physical activity in the home environment. By creating an activity opportunity that spans both settings, movement skills learned in school have an opportunity to translate to a pattern of engagement in physical activity at home.