Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children

Purpose : Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method : The intervention was delivered in 18 primary schools ( n = 925, M age = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results : The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant ( p = .74), but teacher fidelity was statistically significant ( p = .000; moderate effect size). Conclusions : The intervention significantly improved children’s FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.