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Background <p>Previous studies have shown that physical activity (PA) benefits self-regulation (SR) in preschoolers. However, few studies have examined the effects of PA parameters such as intensity, duration, and delivery modality on domains of SR such as emotional, behavioural and cognitive SR. This study aimed to synthesize evidence from randomized controlled trials (RCT) to evaluate the effects of PA-interventions on SR-domains, and to identify intervention parameters most effective for SR development in preschool-aged children.</p> Methods <p>Systematic literature search was conducted from February through to November 2025 across Web of Science, PsycINFO, and ERIC databases. Eligible studies included RCTs involving PA-interventions with preschoolers aged 18 to 71.99&#xa0;months that assessed SR-domains. Of 2,510 studies screened and 192 full-text articles reviewed, 25 RCTs met inclusion criteria and were included in the meta-analysis. 24 studies were school-based interventions, and one was home-based. Data extraction, risk of bias, and quality assessments were independently conducted by two reviewers using the Cochrane RoB-2 (RoB-2) tool and QualSyst.</p> Results <p>Overall, meta-analyses showed that PA-interventions produced a small to moderate improvement in SR (<i>g</i> = 0.549, <i>p</i> &lt; 0.01), with positive significant effects for behavioural SR (<i>g</i> = 0.452, <i>p</i> &lt; 0.01), cognitive SR (<i>g</i> = 0.428, <i>p</i> &lt; 0.01), and multi-SR-domains (<i>g</i> = 1.039, <i>p</i> &lt; 0.01). Emotional SR was not significantly impacted (<i>g</i> = 0.390, <i>p</i> = 0.148). Subgroup analyses showed that both low-intensity (<i>g</i> = 0.620, <i>p</i> &lt; 0.001) and moderate-to-vigorous PA (<i>g</i> = 0.388, <i>p</i> &lt; 0.01), and group-based PA-interventions (<i>g</i> = 0.502, <i>p</i> &lt; 0.01) significantly improved SR, but individual PA-interventions showed non-significant effects (<i>g</i> = 0.218, <i>p</i> = 0.189). Publication bias was indicated by Egger’s regression (<i>t</i> = 3.892; <i>p</i> &lt; 0.01) and 21 studies had “<i>some concerns</i>,” three were “<i>high</i>” risk, and one “<i>low</i>” risk indicated by RoB-2, while QualSyst rated 15 studies as “<i>strong</i>” and 10 as “<i>good</i>.”</p> Conclusions <p>PA-interventions significantly enhance SR in preschoolers, particularly when more than one SR-domain was examined. There were moderate benefits for cognitive and behavioural SR but limited effectiveness for emotional SR. Both low-intensity PA and MVPA are effective, and group-based interventions may be more impactful than individual delivery.</p>

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The effects of physical activity interventions on preschoolers’ self-regulation skills: a systematic review and meta-analysis of randomized controlled trials

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  • 出版模式：

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  • 发表日期：

    2026年8月5日

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  • Maureen Su-Ling Lim,
  • Ng Ee Lynn,
  • Yiling Song,
  • Kylie D. Hesketh,
  • Wei-Peng Teo

摘要

Background

Previous studies have shown that physical activity (PA) benefits self-regulation (SR) in preschoolers. However, few studies have examined the effects of PA parameters such as intensity, duration, and delivery modality on domains of SR such as emotional, behavioural and cognitive SR. This study aimed to synthesize evidence from randomized controlled trials (RCT) to evaluate the effects of PA-interventions on SR-domains, and to identify intervention parameters most effective for SR development in preschool-aged children.

Methods

Systematic literature search was conducted from February through to November 2025 across Web of Science, PsycINFO, and ERIC databases. Eligible studies included RCTs involving PA-interventions with preschoolers aged 18 to 71.99 months that assessed SR-domains. Of 2,510 studies screened and 192 full-text articles reviewed, 25 RCTs met inclusion criteria and were included in the meta-analysis. 24 studies were school-based interventions, and one was home-based. Data extraction, risk of bias, and quality assessments were independently conducted by two reviewers using the Cochrane RoB-2 (RoB-2) tool and QualSyst.

Results

Overall, meta-analyses showed that PA-interventions produced a small to moderate improvement in SR (g = 0.549, p < 0.01), with positive significant effects for behavioural SR (g = 0.452, p < 0.01), cognitive SR (g = 0.428, p < 0.01), and multi-SR-domains (g = 1.039, p < 0.01). Emotional SR was not significantly impacted (g = 0.390, p = 0.148). Subgroup analyses showed that both low-intensity (g = 0.620, p < 0.001) and moderate-to-vigorous PA (g = 0.388, p < 0.01), and group-based PA-interventions (g = 0.502, p < 0.01) significantly improved SR, but individual PA-interventions showed non-significant effects (g = 0.218, p = 0.189). Publication bias was indicated by Egger’s regression (t = 3.892; p < 0.01) and 21 studies had “some concerns,” three were “high” risk, and one “low” risk indicated by RoB-2, while QualSyst rated 15 studies as “strong” and 10 as “good.”

Conclusions

PA-interventions significantly enhance SR in preschoolers, particularly when more than one SR-domain was examined. There were moderate benefits for cognitive and behavioural SR but limited effectiveness for emotional SR. Both low-intensity PA and MVPA are effective, and group-based interventions may be more impactful than individual delivery.