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.

目的：据称，基本运动技能 (FMS) 的能力与增加身体活动参与有关。然而，最近的研究表明儿童的 FMS 熟练程度较低。本研究的目的是评估“移动幸福健康”干预措施的有效性、对性别的影响以及教师忠诚度的影响。方法：在 18 所小学（ n  = 925， M_年龄 = 7.55 岁）中进行了干预。使用粗大运动发展测试（第三版）和 Bruininks-Oseretsky 运动熟练程度测试 2 收集干预前后 6 项 FMS 和两项平衡技能的数据。结果：干预后 FMS 平均得分高于干预前，平均有所提高7.85 (23%)。协方差的双向分析发现，性别不具有统计显着性 ( p  = .74)，但教师忠诚度具有统计显着性 ( p  = .000；中等效应大小)。结论：干预措施显着改善了儿童的 FMS，对男孩和女孩的效果相似。教师实施的忠诚度对 FMS 的改进有重大影响。