This study uses a cross-sectional design and employs convenience sampling based on geographical location, socioeconomic status, and physical education methods. Researchers selected 4 kindergartens from the main urban area of Hengyang City, Hunan Province, China. Each kindergarten is accredited by the Hengyang City Education Bureau as an early childhood education and care (ECEC) institution. To ensure a representative sample across various educational sectors, the study includes kindergartens from 4 distinct educational districts within the main urban area, with 1 kindergarten randomly chosen from each district, yielding a total of 4 kindergartens. Each institution included classes for nursery class, middle class and senior class, with a total of 210 registered preschool children invited to participate in the study. Prior to formal testing, researchers distributed informed consent forms to parents, briefly outlining the study's purpose and procedures. The aim was to obtain parental permission for their children's participation in the study, resulting in consent from 197 parents. During the physical activity test, 12 children wore accelerometers for less than a week, and the valid data collected was less than 3 days, leading to missing data. Furthermore, 9 children did not complete the entire testing protocol for fundamental motor skills, including all tasks for locomotor and object control skills. As a result, 7 sets of invalid data were excluded during the data processing stage. Ultimately, 169 valid samples were retained, comprising 95 boys and 74 girls, with an average age of 4.9 years (SD = 0.75) (see Figure 2). This research protocol was approved by the Ethics Committee of Hengyang Normal University in 2021 (NO.2021003).

The independent sample t-test indicated significant gender differences in MVPA (t = 3.983, P < 0.001), parenting style (t = 3.239, P < 0.01), locomotor skills (t = 2.424, P < 0.05), object control skills (t = 4.763, P < 0.001), and total motor skill (t = 3.979, P < 0.001). As shown in Table 1, boys had significantly higher levels of moderate-to-vigorous physical activity, parenting style, locomotor skills, object control skills, and total motor skills compared to girls.

As shown in Table 2, MVPA in preschool children exhibited significant moderate positive correlations with locomotor skills, object control skills, total motor skills, and parenting style (R = 0.447, 0.444, 0.494, 0.568), and a significant low positive correlation with the physical environment (R = 0.237). Locomotor skills were significantly and moderately correlated with parenting style (R = 0.460), while object control skills also showed a significant moderate correlation with parenting style (R = 0.355). Additionally, total motor skills demonstrated a significant moderate positive correlation with parenting style (R = 0.451).

Figure 3 shows that parenting style predicted MVPA (β = 0.956, P < 0.001), which significantly predicted locomotor skills (β = 0.097, P < 0.05), object control skills (β = 0.111, P < 0.01), and total motor skills (β = 0.207, P < 0.01). Parenting style directly predicted locomotor (β = 0.289, P < 0.05), object control skills (β = 0.148, P < 0.05), and total motor skills (β = 0.437, P < 0.01). The physical environment positively influenced MVPA (β = 0.673, P < 0.05), which significantly predicted locomotor (β = 0.188, P < 0.001), object control skills (β = 0.155, P < 0.001), and total motor skills (β = 0.343, P < 0.001). However, the physical environment did not have a direct significant effect on any of the motor skills.

Table 3 shows parenting style had a total effect of 0.382 on locomotor skills, with a direct effect of 0.289 [95% CI (0.156, 0.423)]. The indirect effect through MVPA was 0.092 [95% CI (0.015, 0.184)], indicating that MVPA partially mediated this relationship. For object control skills, the total effect of parenting style was 0.254, with a direct effect of 0.148 [95% CI (0.017, 0.279)] and an indirect effect of 0.118 [95% CI (0.039, 0.205)], showing that MVPA also partially mediated this relationship. Regarding total motor skills, the total effect of parenting style was 0.625, with a direct effect of 0.437 [95% CI (0.213, 0.661)] and an indirect effect of 0.198 [95% CI (0.076, 0.349)], indicating that MVPA also partially mediated this relationship.

In the relationship between the physical environment and FMS, MVPA served as a full mediator. The total effect of the physical environment on locomotor skills was 0.038, with a non-significant direct effect of −0.088 [95% CI (−0.326, 0.149)] and a significant indirect effect through MVPA of 0.126 [95% CI (0.037, 0.235)]. For object control skills, the total effect of the physical environment was 0.098, with a non-significant direct effect of −0.006 [95% CI (−0.230, 0.218)] and a significant indirect effect of 0.104 [95% CI (0.029, 0.197)], indicating that MVPA fully mediated this relationship. Lastly, the total effect of the physical environment on total motor skills was 0.137, with a non-significant direct effect of −0.094 [95% CI (−0.488, 0.299)] and a significant indirect effect of 0.231 [95% CI (0.067, 0.416)], showing that MVPA also fully mediated this relationship.

The study identifies significant gender differences in FMS, encompassing both locomotor and object control skills. Specifically, boys demonstrate higher scores in FMS compared to girls, which aligns with previous research (40, 41). These observed differences may be attributed to various social and environmental factors as well as divergent preferences for physical activities (42). Firstly, the types of physical activities engaged in by preschool children are shaped by multiple influences, including family dynamics, educator interactions, peer relationships, and the physical environment (43). Societal expectations concerning gender roles often result in boys receiving more encouragement and opportunities for physical success, potentially leading to a greater emphasis on physical exercise for boys (40, 44). In contrast, girls are more inclined towards rhythmic activities such as dance, while boys prefer team sports involving physical contact, such as ball games (45). Additionally, boys generally exhibit more advanced physical development, including increased size and strength, which may further facilitate their proficiency in object control skills (46). Notably, when assessing overall motor skills (encompassing both locomotor and object control skills) boys consistently outperform girls. This finding highlights the necessity of targeted interventions aimed at improving object control skills among girls. Therefore, future strategies for enhancing children's FMS should carefully consider gender-specific differences to devise more effective and tailored intervention programs.

This study categorizes the home physical environment into two dimensions: physical environment and parenting style. It found that physical environment and parenting styles are correlated with MVPA in preschool children, aligning with findings from Tandon et al. (20). Tandon et al. noted that having sports equipment at home, such as basketball hoops, can increase children's MVPA levels (20). In this study, physical environment encompass toys that enable climbing, crawling, rolling, building, and controlling ride-on vehicles (33). While there are differences from Tandon's research, the relevance persists: Tandon's study focused on children aged 6–11 years, whereas this study concentrated on preschool children under 6 years old. Unlike specialized sports equipment, a diverse array of toys can engage preschoolers’ attention and interest (47).

Moreover, the study identified that parents’ own PA levels, support for children's PA participation, and joint PA with children influence children's PA levels (48), consistent with this study's finding of a significant correlation between parenting style and children's MVPA. Additionally, research indicates that fathers are more likely to increase their daughters’ PA time (15), as they tend to actively engage children in varied PA types marked by lively, stimulating, and adventurous interactive play (49, 50). This underscores that fostering a positive physical activity home environment effectively enhances children's PA levels.

The development of FMS in preschool children is pivotal for their physical and mental well-being (4, 51). This study explores the relationship between FMS, categorized into locomotor skills and object control skills, and the physical activity home environment. It reveals significant correlations between preschool children's FMS and its subdomain with parenting styles, consistent with prior research (10, 19). According to the social ecological model, parenting styles exert a decisive influence on children's behavior (52). The acquisition of children's FMS is not merely innate but often relies on parental guidance and role modeling, which are crucial for skill development (53). Insufficient parental emphasis on motor development can hinder skill acquisition.

Furthermore, the study identifies correlations between physical environment and the development of preschool children's FMS. This aligns with findings from Cools et al. (10), who observed that a variety of sports equipment at home contributes to preschool children's FMS development. A randomized controlled trial additionally indicated that interventions enhancing interactive playtime between parents and children, coupled with access to portable gaming facilities at home, significantly enhance preschool children's FMS (54). Notably, this study also establishes a link between fine motor toys and preschool children's object control skills. Consistent with other research, studies indicate that toys such as building blocks can improve children's small muscle groups and eye coordination, thereby supporting fine motor skill development (55). Fine motor skills are crucial for laying the groundwork for object control skills (56), highlighting their importance in skill development. Collectively, these findings underscore that, alongside increasing physical activity levels, a diverse array of play opportunities can foster the development of FMS in preschool children.

This study found that MVPA partially mediates the relationship between parenting style and preschool children's FMS, while fully mediating the relationship between the physical environment and FMS. These findings suggest that the physical activity home environment can promote the development of FMS by increasing MVPA levels in preschool children.

The socio-ecological model posits that the development of FMS is influenced by various factors and contextual characteristics, including parental attributes and support. Prior research has established that parental support and their own physical activity levels positively correlate with children's motor skill development and MVPA (10, 16, 57). When parents display positive attitudes and an interest in physical activity, their children are more likely to develop confidence and self-efficacy (52). This positive interaction enhances the physical activity levels of both parents and children, which, in turn, supports motor skill development (40). Numerous studies affirm that physical activity, particularly MVPA, is crucial for FMS development (22–24). Increased engagement in physical activity enhances neuromotor development, which further promotes FMS (25), creating a dynamic, reinforcing model. Furthermore, children involved in physical activities often receive guidance from peers or teachers, facilitating the acquisition of motor skills (58). Goodway et al. (1) highlighted that FMS development in preschool children requires structured teaching, practice, and reinforcement rather than occurring naturally with age. However, in China, traditional educational values often prioritize cognitive development over physical activity, leading to an increasingly academic-focused educational model. This sedentary approach places excessive academic pressure on children, reducing physical activity levels and slowing motor skill development. Research also suggests that fathers’ involvement in physical activity with their children is more effective in promoting object control skills compared to mothers (59), though the impact on locomotor skills remains unclear. Although this study confirms the role of MVPA in both locomotor and object control skills, it does not address the differential effects of physical activity by fathers vs. mothers on children's FMS. Future research should explore and compare the impacts of fathers’ and mothers’ physical activities on children's FMS.

Furthermore, this study revealed that MVPA fully mediates the relationship between the physical environment and FMS in preschool children. To our knowledge, this finding has not been previously reported. This suggests that improvements in children's FMS are primarily driven by increases in PA levels, rather than the direct influence of the physical environment. Although previous studies have confirmed that the physical environment can directly affect FMS development, its role appears secondary (9, 10). Research has demonstrated that a diverse range of toys and equipment can stimulate higher PA levels in children (13, 14), and increased PA provides more opportunities for engagement in gross motor activities, thereby enhancing FMS development (21, 22). These findings highlight that optimizing the physical environment to promote higher MVPA levels is an effective strategy for improving children's FMS. In summary, this study confirms the indirect role of MVPA in the development of FMS in preschool children. Looking ahead, fostering a supportive physical activity home environment, while emphasizing increased MVPA participation, will be crucial for promoting the comprehensive development of preschool children.

This study represents the first exploration into the relationship among physical activity home environment, MVPA and FMS in Chinese preschool children, while also verifying the mediating role of MVPA between parenting styles and FMS. The findings provide theoretical insights that can guide policymakers in refining intervention measures. The study's strengths include the objective measurement of PA in preschool children, which overcomes biases associated with subjective questionnaires. Additionally, the use of the TGMD-3 administered by trained professionals to assess FMS enhances the study's credibility. However, there are several limitations to consider. Firstly, the physical activity home environment was assessed using parent-completed questionnaires, potentially introducing recall bias. Secondly, the cross-sectional nature of the study limits its ability to establish causal relationships between variables. Future research should adopt longitudinal designs to further elucidate these causal relationships. Additionally, this study was conducted in a large city in the central-southern region of China, and the impact of COVID-19 further reduced the final effective sample size. Consequently, the findings may not be generalizable beyond this specific context.