Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China

Background: Fundamental motor skills (FMS) is the foundational movement for children’s physical development. Physical Education (PE) lessons provide a unique opportunity for children to acquire these skills. The purposes of this study were to: (1) to describe the FMS performance of primary school children in China; and (2) to examine the effect of a PE-based intervention on children’s FMS. Methods: The 12-week PE-based intervention was conducted using a low organized games (LOG) approach. Children’s FMS was measured by the Test of Gross Motor Development-2 (TGMD-2). Participants were 560 children aged between 6–9 years old (grade one to three) from two primary schools in Chongqing, China. They were grouped into intervention group (with LOG program PE; n = 282) or control group (with regular PE; n = 278). Results: The results revealed significant interaction effect between group and grade on the locomotor skill score changes (F((1,554)) = 22.31, p < 0.000), and object control score change (F((1,554)) = 627.1, p < 0.000). There was no significant interaction effect between the intervention group and gender on locomotor skill (F((1,554)) = 1.49, p = 0.223) and object control skill significant (F((1,554)) = 743, p = 0.389). Conclusions: The present study supported the application of LOG approach in PE lesson as an effective intervention to enhance children’s FMS in China.