Fundamental movement skills in Indonesian elementary school children: a systematic review of assessment, pedagogy, and motor competence

Background: Fundamental movement skills (FMS) underpin motor competence, physical activity, and lifelong sport participation, yet evidence among Indonesian elementary school children remains fragmented. Objectives: his systematic review synthesised evidence on FMS assessment domains, pedagogical approaches, and motor competence in Indonesian elementary school children. Methods: Following PRISMA 2020, Scopus was searched for studies published from 2019 to 2024. Of 76 records identified, 16 studies met the eligibility criteria. Methodological quality was assessed using Joanna Briggs Institute tools, and findings were synthesised narratively. Results: Object-control and locomotor skills were assessed in 15 and 14 studies, respectively, whereas stability was examined in only one. Eleven studies evaluated pedagogical interventions, with game-based, traditional game, exergame, and play-based approaches generally associated with improved FMS. However, evidence strength was limited by methodological heterogeneity, including uncontrolled pre–post designs. Reported motor competence was predominantly low to moderate, while environmental context and PE teacher availability were more consistently documented influences than age or sex. Conclusion: Indonesian FMS research shows substantial domain imbalance, methodological heterogeneity, and generally low-to-moderate motor competence. Limited assessment of stability indicates incomplete representation of FMS. Future research should prioritise validated multidimensional FMS assessment, rigorous intervention designs, and standardised reporting to strengthen evidence-informed physical education practice.