Game-Based Learning as an Active Strategy to Enhance Basic Movement Skills and Academic Achievement in Physical Education: A Narrative Review

Basic Movement Skills (BMS), encompassing locomotor, object-control, and stability abilities, are fundamental to physical literacy and sustained engagement in physical activity. Emerging evidence further suggests that motor competence may support cognitive and learning-related outcomes. However, physical education (PE) instruction in many contexts remains dominated by teacher-centred approaches that limit students’ active participation and meaningful learning. This narrative review examines the role of Game-Based Learning (GBL) as an active learning strategy to enhance BMS and academic outcomes among PE students. Empirical studies published between 2010 and 2025 were identified through PubMed, Google Scholar, and Web of Science, resulting in 48 eligible articles. The literature was synthesised thematically to identify recurring pedagogical features and explanatory mechanisms. To enhance review transparency, studies were screened using predefined eligibility criteria and synthesised according to common pedagogical themes; however, methodological heterogeneity and variation in assessment instruments should be considered when interpreting the findings. From the authors’ perspective, the evidence suggests that GBL is consistently associated with improvements in locomotor and object-control skills, particularly when learning tasks involve variability, decision-making, and sustained practice. GBL also appears to support academic-related outcomes, such as motivation, tactical understanding, and cognitive engagement, although evidence directly linking PE-based GBL interventions to broader academic achievement, such as school grades or subject-specific performance, remains limited. This review contributes a conceptual perspective that integrates GBL, BMS, and academic-related outcomes within a single explanatory framework. Future research should employ standardized motor competence assessments, longitudinal designs, and more detailed reporting of instructional implementation and teacher preparation to clarify the mechanisms through which game-based pedagogy in PE may support both physical and academic development.