%A Jiang Wenming
%A Alali Ahmad Alhussin
%A Nur Ikhwan Mohamad
%A Mohd Hafizuddin Baki
%A Ayubi Novadri
%X The purpose of this study is to synthesize the recent 2019-2023 studies related to children's fundamental motor
skills, and compare their assessment methods as well as intervention programs, providing a reference basis for the
next choice and design. The Scopus database was used for this review. PRISMA (Preferred Reporting Items for
Systematic Reviews and Meta-Analyses) guidelines were used to identify relevant literature, with Cochrane Collaboration's tool for assessing the risk of bias using eligible studies critically appraised and 27 key studies were integrated for specialized analysis. The meta-synthesis revealed that 74% of studies related to the integrated
development of children's fundamental motor skills used the TGMD2/3 (which does not include the assessment
of fine motor skills). Ninety percent of studies designed fundamental motor skill interventions that included only
gross motor skills (manipulatives and mobility) did not include fine motor skill interventions., and did not include
fine motor skill intervention content design. In terms of the country of origin of the studies, the United States
produced the most studies, followed by the United Kingdom. All other countries accounted for a relatively small
number of studies, with 2021 seeing a peak in relevant studies.In the past five years, research on children's
fundamental motor skills has revealed that most researchers tend to equate fundamental motor skills with gross
motor skills (i.e., physical manipulative skills and mobility skills) and ignore actual direct fine motor skills
assessment in their study. In terms of assessment tools, there is a tendency to favor the TGMD, with a lack of
attempt to try more diverse tasks, and in terms of intervention program design, there is a tendency to focus on
programs that promote gross motor skills and seem to ignore fine motor skills. The correlation and holistic design
and research of fundamental motor skills (including gross motor skills as well as fine motor skills) is less. A comprehensive study of children's fundamental motor skill development and interventions would be more beneficial to practitioners in finding the best and most efficient approach
%K Children aged 3-12 years, fundamental motor skills, gross motor skills, fine motor skills. Assessment tools, 
 intervention programs.
%T A Meta-Analysis of studies on fundamental motor skills in
children aged 3-12 Years
%L iab_repo1595
%V 13
%D 2024
%P 1-22
%J Jurnal Sains Sukan dan Pendidikan Jasmani
%N 1