Background. Preschool is a crucial period for children’s physical development. Integrating multidisciplinary approaches into physical education can enhance children’s physical quality. Purpose. This study investigated the effectiveness of situational teaching methods (actions following stories, music, and verbal guidance) in improving the physical quality components of preschool children. Methods. A randomized controlled trial was conducted with 32 preschool children in Zhengzhou, China. The intervention group received 12 weeks of physical education incorporating situational teaching methods, while the control group followed the regular curriculum. Pre- and post-tests assessed physical quality components (speed, coordination, strength, balance, flexibility) using the China National Physical Quality Test Standards. Data were analyzed using independent and paired sample t-tests. Results. Within-group: Both groups showed significant improvements in several physical quality components. Between-group: The intervention group demonstrated significantly greater improvements in speed, coordination, upper limb strength (tennis ball throw), lower limb strength (standing long jump), and balance compared to the control group. Conclusion. This study provides evidence that incorporating situational teaching methods into preschool physical education programs can effectively enhance children’s physical quality. These findings have valuable implications for developing more engaging and effective physical education curricula for young children.