This systematic review explores the relationship between mathematical competence and motor competence in early childhood education, an area of growing interest due to its implications for cognitive and academic development. Both fine and gross motor skills have been proposed as key contributors to the acquisition of early mathematical abilities, such as number recognition, counting, and spatial reasoning, in children aged 3 to 6 years. To investigate this relationship, a systematic search was conducted in five international databases, Web of Science, Scopus, Dialnet, PsycINFO, and ERIC, using specific descriptors related to mathematics and motor skills. Inclusion criteria were applied to focus on empirical studies involving preschool-aged participants. Of the 5407 records initially retrieved, 12 studies met all methodological requirements and were included in the final synthesis. The findings suggest that fine motor skills are as-sociated with numerical representation and number writing, while gross motor skills relate to spatial awareness and estimation. Interventions combining physical activity with mathematics instruction demonstrated positive effects on math learning, particularly in children with difficulties in numerical understanding. However, due to the methodological heterogeneity among studies, a meta-analysis was not feasible. These results highlight the importance of working in an interdisciplinary way during childhood, promoting bodily movement to support the development of mathematical competence.

Challenge-Based Learning promotes active knowledge construction through open problems that integrate decision-making and action. In Physical Education, its application lacks specific structuring for the motor domain, requiring a contextualized theoretical-methodological formulation. The objective of the study was to theoretically and methodologically substantiate Motor Challenge-Based Learning as an evolution of Challenge-Based Learning, defining its conceptual foundations and arguing its relevance for designing motor learning experiences. A narrative documentary review was conducted in Scopus, Web of Science, and ERIC using explicit selection criteria. The conceptual analysis was organized into four sequential stages that enabled identification of categories, comparison of approaches, delimitation of gaps, and structuring of the model. The construction of MCBL was systematized into three stages: principles, methodological sequence, and aligned analytical rubric. Motor Challenge-Based Learning was formulated as a structured methodology based on principles, seven operational phases, and an analytical rubric. The proposal integrates motor, cognitive, and socioemotional dimensions, organizing bodily action as a systematic process oriented toward decision-making, reflection, and transfer. The study substantiated Motor Challenge-Based Learning as a specific methodology for Physical Education, structured in operational phases and aligned assessment. Future empirical validation will allow analysis of its impact and applicability.

Cognitive development during early childhood is a fundamental pillar for school learning. In this period, physical activity not only contributes to the strengthening of health, but has also been proposed as a potentially influential factor in essential neurocognitive processes, such as attention, memory, language or executive function. This study aims to analyze the relationship between the practice of organized physical activity and cognitive development in schoolchildren. The sample consisted of 30 schoolchildren between 5 and 6 years of age (M = 5.88; SD = 0.29). A quantitative, non-experimental, cross-sectional and correlational approach was used, applying the CUMANIN Questionnaire and the Physical Activity Questionnaire in infancy and childhood to collect information on the level of cognitive development and participation in sports activities. The results show that schoolchildren who practice organized physical activity obtain higher average scores, not statistically significant, in total development (M = 35.85) and development quotient (M = 100.08) compared to those who do not participate (M = 25.29 and M = 96.24). The statistical analysis also showed a significant association in the dimension of verbal fluency (p < .05), suggesting that structured sports contexts could favor the development of language skills. These findings suggest that extracurricular sports practice may be linked to greater cognitive development in childhood, supporting the need to promote educational interventions and physical activity programs in schools.

Growing interest in embodied cognition within early mathematics education has underscored the need for rigorous methodologies capable of examining the relationship between mathematical and motor competence during early childhood. Nevertheless, empirical research has rarely employed standardized instruments to assess both domains simultaneously in authentic educational settings. This pilot study investigated the feasibility of jointly administering the Test of Early Mathematics Ability–Third Edition (TEMA-3) and the Movement Assessment Battery for Children–Second Edition (MABC-2), while exploring preliminary associations between mathematical and motor competence. A quantitative, non-experimental, ex post facto design was implemented with 30 children enrolled in the final year of Early Childhood Education, proportionally distributed across four schools representing diverse educational contexts and randomly selected within each institution. Mathematical competence was measured using the TEMA-3, whereas motor competence was assessed with the MABC-2 following standardized administration protocols. Descriptive statistics and exploratory correlation analyses indicated that the combined assessment protocol was feasible in terms of administration procedures, testing conditions, participant engagement, and score variability. Although no statistically significant associations emerged for the overall sample, subgroup analyses revealed moderate positive relationships between balance and both informal and overall mathematical competence among girls, and between aiming and catching, balance, and mathematical competence among older children, whereas formal mathematical competence exhibited consistently weak associations with motor competence. Despite the limited sample size and exploratory nature of the study, these findings demonstrate the methodological feasibility of integrating standardized assessments of mathematical and motor competence in Early Childhood Education and provide preliminary evidence to inform adequately powered confirmatory research. The observed subgroup patterns are consistent with embodied cognition perspectives and should be interpreted as hypothesis-generating rather than confirmatory.

Teaching–learning processes and sports training represent two fundamental pillars in the pedagogy of any sport. In football, coaches integrate both simultaneously across all competitive levels, from grassroots to elite professional contexts. The primary aim of this study was to analyse how football coaches structure their weekly training sessions in terms of frequency, content, and time allocation. A descriptive cross-sectional study was conducted with a sample of 517 coaches. Data were collected through an ad hoc questionnaire designed to capture the distribution of training sessions. The average session duration was 87.38 ± 18.57 minutes. Technical and tactical components were the most frequently included contents. On average, 2.75 ± 1.50 sessions per week were devoted to technical work (39.28 ± 26.41 minutes per session), whereas tactical work was addressed in 3.70 ± 2.81 sessions per week, with a slightly lower average duration of 28.25 ± 20.67 minutes per session. Overall, the findings indicate that coaches place comparable emphasis on technical and tactical training within their weekly planning.

Ecuadorian Physical Education requires pedagogical approaches that foster motor adaptability; however, traditional technique-centered methods continue to predominate, limiting the integration of motor, cognitive, emotional, and social development in young learners. The aim of this study was to determine the effect of the Motor Challenge-Based Learning Model (MCBLM) on motor adaptability among six-year-old students enrolled in private educational institutions in Quito, Ecuador, during the second academic term of the 2025–2026 school year. A quantitative quasi-experimental design was employed with a sample of 282 six-year-old students. The experimental group received twelve Physical Education sessions structured according to the MCBLM, while the control group followed a traditional instructional approach. Motor adaptability was assessed using the Motor Adaptability Observation Scale for Six-Year-Old Students (EOAM-6). The experimental group improved from 11.39 to 15.47 points (Δ = +4.08), whereas the control group increased from 11.29 to 12.59 points (Δ = +1.30). ANCOVA revealed significant differences between groups [F(1,279) = 146.37, p < .001], with a large effect size (d = 1.44; η²p = .344). The findings indicate that the MCBLM significantly enhanced motor adaptability in six-year-old students, producing large and consistent effects across institutions and sexes. These results support its viability and scalability as an innovative pedagogical approach for early Physical Education.

Cognitive development during early childhood is a fundamental pillar for school learning. In this period, physical activity not only contributes to the strengthening of health, but has also been proposed as a potentially influential factor in essential neurocognitive processes, such as attention, memory, language or executive function. This study aims to analyze the relationship between the practice of organized physical activity and cognitive development in schoolchildren. The sample consisted of 30 schoolchildren between 5 and 6 years of age (M = 5.88; SD = 0.29). A quantitative, non-experimental, cross-sectional and correlational approach was used, applying the CUMANIN Questionnaire and the Physical Activity Questionnaire in infancy and childhood to collect information on the level of cognitive development and participation in sports activities. The results show that schoolchildren who practice organized physical activity obtain higher mean scores in total development (M = 35.85) and development quotient (M = 100.08) compared to those who do not participate (M = 25.29 and M = 96.24). The statistical analysis also showed a significant association in the dimension of verbal fluency (p < .05), suggesting that structured sports contexts could favor the development of specific language skills. These findings suggest that extracurricular sports practice may be linked to greater cognitive development in childhood, supporting the need to promote educational interventions and physical activity programs in schools.

Challenge-Based Learning promotes active knowledge construction through open problems that integrate decision-making and action. In Physical Education, its application lacks specific structuring for the motor domain, requiring a contextualized theoretical-methodological formulation. The objective of the study was to theoretically and methodologically substantiate Motor Challenge-Based Learning as an evolution of Challenge-Based Learning, defining its conceptual foundations and arguing its relevance for designing motor learning experiences. A narrative documentary review was conducted in Scopus, Web of Science, and ERIC using explicit selection criteria. The conceptual analysis was organized into four sequential stages that enabled identification of categories, comparison of approaches, delimitation of gaps, and structuring of the model. The construction of MCBL was systematized into three stages: principles, methodological sequence, and aligned analytical rubric. Motor Challenge-Based Learning was formulated as a structured methodology based on principles, seven operational phases, and an analytical rubric. The proposal integrates motor, cognitive, and socioemotional dimensions, organizing bodily action as a systematic process oriented toward decision-making, reflection, and transfer. The study substantiated Motor Challenge-Based Learning as a specific methodology for Physical Education, structured in operational phases and aligned assessment. Future empirical validation will allow analysis of its impact and applicability.

The relationship between physical activity and the development of mathematical competence in childhood has been widely studied from perspectives that emphasize the role of movement in cognitive and learning processes. However, empirical evidence remains heterogeneous and often relies on global indicators of physical activity. The aim of this study was to examine the predictive capacity of structured and unstructured physical activity on informal, formal, and total mathematical competence in children attending the final year of Early Childhood Education. A quantitative ex post facto correlational–predictive design was adopted. Mathematical competence was assessed using the Test of Early Mathematical Competence (TEMA-3), and physical activity was measured through a self-developed questionnaire completed by families. Multiple linear regression models were estimated for the total sample and by sex. The regression models showed very limited explanatory power, with adjusted R² values close to zero or negative and non-significant ANOVA results in both the total sample and the sex-disaggregated analyses. It is concluded that physical activity, when considered globally and through linear models, does not function as a direct predictor of mathematical competence in the analyzed sample, highlighting the need for more complex explanatory frameworks that integrate cognitive, motor, and contextual variables.

Physical fitness is defined as the ability to perform daily activities efficiently and without excessive fatigue, involving anthropometric variables and physical capacities. This study evaluates the effects of an adapted physical exercise program in older adults with and without severe cognitive impairment (SCI), aiming to compare its effects on blood pressure, anthropometric parameters, and physical fitness. The study included 78 older adults (24 with SCI) who participated in an individualized exercise program for one year, attending at least twice a week. Variables such as body mass index (BMI), body fat percentage (%BF), handgrip strength (HGS), aerobic endurance (6MiWa), balance, coordination, and agility were assessed. The results show significant improvements (p < 0.05) in most variables after the intervention, especially in flexibility, walking speed, and coordination. Although adults with SCI started with lower baseline levels, the magnitude of the improvements was similar to that of adults without SCI. However, greater deterioration was observed in handgrip strength and lower limb strength in adults with SCI, highlighting the need for specific interventions for this population. The study concludes that adapted physical exercise improves physical fitness and anthropometric parameters in older adults with and without SCI. It emphasizes the importance of using playful and communicative strategies to ensure the active participation of adults with SCI, promoting their functionality and physical independence.

In recent decades, new terms have been introduced in the field of education, one of these is the concept of affective pedagogy or pedagogy of affection. The aim of this paper is to carry out a rapid review of all scientific studies published up to April 2023 that address affective pedagogy in the field of education. The recommendations of the PRISMA protocol were followed. A total of 7 major databases were analysed: Web of Science, Scopus, Base, Phsycinfo, Dimensions, ERIC y Dialnet. The result was a low number of scientific publications dealing with affective pedagogy as an object of study. Initially, a total of 131 articles were found, only 8 were selected after removing duplicates and applying the inclusion and exclusion criteria. This pedagogy has a more conceptual and theoretical approach, even philosophical and spiritual-emotional, than an empirical one. Few studies have analysed its effects in the classroom. We found mainly studies with an ethnographic, essay, reflexive or qualitative approach. Most of these define affective pedagogy as the educational practice that transmits knowledge by paying more attention to the emotional part of the students and their psychological and psychosocial variables. These include empathy, active listening, interpersonal communication, self-esteem, confidence, among others. These concepts coincide with the so-called soft skills, which are very necessary in the training of students at all educational stages. More empirical studies are needed to support the application of affective pedagogy in the classroom.

Background: Motor coordination is a fundamental skill in childhood. Factors such as age, sex, and regular sports practice influence its development. However, there is little research that jointly analyzes the impact of these factors on the motor skills and abilities of primary school children. The objective of this study was to analyze what happens to different motor skills and abilities (i.e., locomotor coordination (LC); visuomotor coordination (VC); foot object control coordination (FOCC); hand object control coordination (HOCC); global motor coordination (GMC)) in relation to regular and regulated sports practice (yes vs. no), sex (boys vs. girls), and age (6 to 11 years) in a sample of 663 primary schoolchildren (8.59 ± 1.65 years; 48.26% boys) from Galicia (Spain). Methods: The 3JS test was used to analyze motor coordination. To determine differences between the 3JS variables, a multivariate analysis of covariance (MANCOVA) was performed based on age, sex, and sports practice, including a BMI category (normal weight, overweight, or obese) as a covariate to avoid potential confounding factors. Results: Statistically significant differences were observed based on age [LC (p < 0.001); VC (p < 0.001); FOCC (p < 0.001); HOCC (p < 0.001); CMG (p < 0.001)], sex [i.e., VC (p < 0.001); FOCC (p < 0.001); HOCC (p < 0.001); CMG (p < 0.001)], and sports practice [i.e., LC (p < 0.001); VC (p = 0.008); HOCC (p < 0.001); CMG (p < 0.001)], after the application of the 3JS battery. Conclusions: Locomotor coordination in Primary Education is modulated by the interaction between age, sex, and sports practice. All of these variables increase with age, with higher scores in boys than in girls, and higher scores in children who participate in sports than in those who do not.

.En los últimos años los centros educativos han mostrado su interés en abordar contenidos vinculados a algunos de los objetivos de desarrollo sostenible, como la educación de calidad, la sostenibilidad y/o transporte activo o la salud y bienestar. Este trabajo tiene como principal objetivo realizar una revisión sistemática sobre el uso de la bicicleta en educación infantil, primaria y secundaria. Se siguieron las recomendaciones del protocolo PRISMA. Se analizaron las publicaciones científicas indexadas en un total de 8 bases de datos (Web of Science, Scopus, Phsycinfo, Dimensions, Pubmed, Scilit, Lens y Dialnet). Los resultados confirman un bajo número de estudios de intervención con bicicletas en centros escolares. Con relación a la etapa educativa se encontró que el uso de la bicicleta en Educación Infantil puede conllevar una mayor oportunidad para practicar más actividad física y se constatan mejoras en las habilidades motrices básicas (locomoción, control de objetos y equilibrio). En Educación Primaria, se reportan resultados del aumento del rendimiento académico y en Educación Secundaria se constaron resultados como el aumento del gasto energético y la aptitud aeróbica. Algunos trabajos en Educación Primaria y en Educación Secundaria confirman un aumento del uso de la bicicleta como medio de transporte activo. Se concluye que en la actualidad hay pocos centros educativos que utilicen la bicicleta como medio de trabajo de la competencia motriz en las clases de Educción Física. Son necesarias más intervenciones del uso de la bicicleta en la escuela y analizar los efectos que podría producir en diferentes variables del desarrollo humano, sociedad y especialmente vinculadas a los objetivos de desarrollo sostenible. Palabras clave: Infancia; Niñez; Educación Física; Bicicleta; Bici; Escuela Abstract. In recent years, educational centers have shown their interest in addressing content linked to some of the sustainable development objectives, such as quality education, sustainability and/or active transportation or health and well-being. The main objective of this work is to carry out a systematic review on the use of bicycles in early childhood, primary and secondary education. The recommendations of the PRISMA protocol were followed. Scientific publications indexed in a total of 8 databases (Web of Science, Scopus, Phsycinfo, Dimensions, Pubmed, Scilit, Lens and Dialnet) were analyzed. The results confirm a low number of intervention studies with bicycles in schools. In relation to the educational stage, it was found that the use of the bicycle in Early Childhood Education can lead to a greater opportunity to practice more physical activity and improvements are observed in basic motor skills (locomotion, control of objects and balance). In primary education, results of increased academic performance are reported and in Secondary Education, results such as increased energy expenditure and aerobic fitness were recorded. Some works in Primary Education and Secondary Education confirm an increase in the use of bicycles as a means of active transportation. It is concluded that currently there are few educational centers that use the bicycle as a means of working on motor competence in Physical Education classes. More interventions are necessary regarding the use of bicycles in school and to analyze the effects that it could produce on different variables of human development, society and especially linked to sustainable development objectives. Keywords: Childhood; Early Childhood Education; Physical Education; Bike; Bicycle; School.

El objetivo del presente estudio fue realizar un análisis bibliométrico de los documentos publicados en la revista Retos, nuevas tendencias en Educación Física, Deportes y Recreación, desde 2002 a 2022. Para ello, se revisaron todos los números publicados entre las fechas indicadas, recogiendo la información bibliográfica básica (año de publicación, sección a la que pertenece, tipo de documento, temática, idioma, datos referentes a la autoría, afiliaciones, y país de origen) y registrados a través del software Mendeley Reference Manager. Posteriormente, esta información se volcó en el software Microsoft© Excel para realizar los análisis estadísticos basados en análisis descriptivos. En este análisis bibliométrico se analizaron un total de 2107 documentos publicados, fundamentalmente en castellano (82,49%), con un 7,50% de documentos con autoría única, frente al 92,50% de documentos publicados en colaboración entre autores y con una media de 3,57 autores por artículo. En este análisis se ha identificado una predominancia de documentos publicados por hombres (n = 1474; 69,96%) frente a los publicados por mujeres (n = 633; 30,04%). La preferencia de los y las autoras ha sido la publicación de artículos científicos en materia de elementos curriculares de Educación Física (n = 435) y deporte (n = 441). Se concluye que el impacto que la revista Retos, nuevas tendencias en Educación Física, Deportes y Recreación, ha tenido en las dos últimas décadas como revista de referencia en España en materia de actividad física, Educación Física y deporte, ha sido significativo. Además, se ha convertido en una revista de referencia en otros países, especialmente en Sudamérica, teniendo un incremento significativo de documentos publicados con autoría y afiliaciones extranjeras. Palabras clave: educación física; deporte; actividad física; educación; bibliología, producción científica; España. Abstract. The aim of this study was to carry out a bibliometric analysis of the documents published in the journal Retos, new trends in Physical Education, Sports and Recreation, from 2002 to 2022. To this end, all issues published between the dates indicated were reviewed, collecting basic bibliographic information (year of publication, section to which it belongs, type of document, subject, language, data on authorship, affiliations, and country of origin) and registered through the Mendeley Reference Manager software. Subsequently, this information was entered into Microsoft© Excel software to perform statistical analyses based on descriptive analyses. In this bibliometric analysis, a total of 2107 published documents were analysed, mainly in Spanish (82.49%), with 7.50% of documents with single authorship compared to 92.50% of documents published in collaboration between authors and with an average of 3.57 authors per article. This analysis identified a predominance of documents published by men (n = 1474; 69.96%) compared to those published by women (n = 633; 30.04%). The authors' preference was to publish scientific articles on curricular elements of Physical Education (n = 435) and sport (n = 441). It is concluded that the impact that the journal Retos, new trends in Physical Education, Sports and Recreation has had over the last two decades as a reference journal in Spain in the field of physical activity, Physical Education and sport, has been significant. It has also become a reference journal in other countries, especially in South America, with a significant increase in the number of documents published with foreign authorship and affiliations. Keywords: physical education; sport; physical activity; education; bibliology, scientific production; Spain; bibliology; Spain.

In recent years, educational centers have shown their interest in addressing content linked to some of the sustainable development objectives, such as quality education, sustainability and/or active transportation or health and well-being. The main objective of this work is to carry out a systematic review on the use of bicycles in early childhood, primary and secondary education. The recommendations of the PRISMA protocol were followed. Scientific publications indexed in a total of 8 databases (Web of Science, Scopus, Phsycinfo, Dimensions, Pubmed, Scilit, Lens and Dialnet) were analyzed. The results confirm a low number of intervention studies with bicycles in schools. In relation to the educational stage, it was found that the use of the bicycle in Early Childhood Education can lead to a greater opportunity to practice more physical activity and improvements are observed in basic motor skills (locomotion, control of objects and balance). In primary education, results of increased academic performance are reported and in Secondary Education, results such as increased energy expenditure and aerobic fitness were recorded. Some works in Primary Education and Secondary Education confirm an increase in the use of bicycles as a means of active transportation. It is concluded that currently there are few educational centers that use the bicycle as a means of working on motor competence in Physical Education classes. More interventions are necessary regarding the use of bicycles in school and to analyze the effects that it could produce on different variables of human development, society and especially linked to sustainable development objectives.

The aims of this study were to explore: 1) the relative age effect (RAE) on aiming and catching (A&C), balance (Bal) and manual dexterity (MD) skills in 4-6-year-old schoolchildren; 2) the effect of the balance bikes program intervention; 3) the effect of this program based on gender. The Movement Assessment Battery for Children-2 (MABC-2) was administered to 50 schoolchildren [26 boys (52%) and 24 girls (48%)], aged between 4 and 5 years (M = 4.46 ; SD = 0.503), from an educational centre in Galicia (Spain), at the beginning and at the end of the intervention program. The results showed that there were statistically significant differences before the application of the intervention program with respect to the quarter of birth in MD (p = .013); A&C (p = .02) and TTS (p < .001) but not in Bal (p = .137). After the intervention, it is observed that the previous differences disappear [MD (p = .755); A&C (p = .806); TTS (p = .507)], in addition, all scores are better than before the application of the intervention program. Regarding gender, no statistically significant effect is observed either before or after applying the intervention program on the variables studied. The results obtained suggest that the application of an intervention using balance bikes could positively influence the improvement of MC in preschool children (boys and girls) and reduce the differences produced by the RAE.

This research aimed to explore the changes produced in body mass index (BMI), fat mass percentage (FMP), muscle mass percentage (MMP), and visceral fat percentage (VFP) in 60-year-old or over overweight or obese people after a multicomponent exercise program. This quasi-experimental study involved 70 overweight or obese older people between 60 and 86 years old (M = 73.15; SD = 5.94) who were randomly assigned to a control group (CG, n = 35) and an experimental group (EG, n = 35). At the beginning and at the end of the intervention program, anthropometric and body composition data were collected. The results showed an increase in BMI after the intervention in the CG (p = 0.010) and a decrease in the EG (p < 0.001). The results regarding the FMP indicate a significant decrease in the EG (p < 0.001) after the intervention, as occurs with the VFP (p = 0.003). The MMP increased in the EG (p < 0.001) after the intervention program. Regarding gender, statistically significant differences were found in the MMP after the intervention (p = 0.025), with higher percentages in men in the EG. VFP decreased in both men (p = 0.005) and women (p = 0.019) in the EG. From the results obtained, we can say that a 6-month multicomponent program produces a decrease in BMI, FMP, and VFP and an increase in MMP in its participants. This type of intervention seems to produce a greater increase in muscle mass in men than in women and a decrease in VFP in both genders.

Multicomponent exercise is a physical exercise modality in which various physical qualities (strength, cardiorespiratory endurance, flexibility, and balance) are developed with an equal distribution of volume in the same session (approximately 60 min) and that has been little explored in improving the quality of life of older adults. The aim of this study was to verify the effect of multicomponent training on self-perceived quality of life in Chilean overweight or obese older people. To this end, a quasi-experimental study with a control group was designed to evaluate self-perceived Quality of Life using the World Health Organization Quality of Life, brief version [Overall Quality of Life (OQOL); Overall Health (OH); Physical Health (PH); Psychological Health (PsH); Social Relations (SR); Environment (E)]. Seventy overweight or obese people aged between 60 and 86 years participated (M = 73.15; SD = 5.94) and were randomized into a control group (CG, n = 35) and an experimental group (EG, n = 35). The results in the EG (pre vs. post-intervention) indicated that there were statistically significant differences in OQOL (p = 0.005), OH (p = 0.014), PH (p < 0.001), PsH (p < 0.001), E (p = 0.015), and SR (p < 0.001) which were not found in the CG in any of the variables (p > 0.050) except in SR (p < 0.001). Regarding sex, post-intervention differences were only found between CG and EG in women in OQOL (p = 0.002), PH (p < 0.001), PsH (p = 0.003), and SR (p < 0.001), but not in OH or E (p > 0.050). These differences were not found among men in any of the variables (p > 0.050). As a conclusion, we can say that a multicomponent physical exercise program applied for 6 months significantly improves the perception of OQOL, OH, PH, PsH, SR, and E in overweight or obese older people. This perception is greater in men than in women.

This study aimed (1) to investigate the effect of a brief 9-week bike program on preschool motor competence levels and (2) to know the effects of the intervention program on gender. A total of 98 schoolchildren (3.86 ± 0.91 years) from La Coruña (Spain) participated. A pre–post-test quasi-experimental design was used with a control group (CG) made up of 39 students (18 boys) and an experimental group (EG) made up of 59 students (29 boys). Data were gathered using the Movement Assessment Battery for Children-2 (MABC-2). The data demonstrate that the CG and the EG differ significantly from one another before the intervention program in favour of CG in manual dexterity (MD; p < 0.001), balance (Bal; p = 0.003), total test score (TTS; p = 0.001), and total percentile score (TPS; p < 0.001), except in aiming and catching (A&C, p = 0.588). After the application of the 9-week intervention program based on the balance bike, these differences disappear (i.e., MD (p = 0.166), A&C (p = 0.372), Bal (p = 0.219), TTS (p = 0.306), and in TPS (p = 0.259)). The information gathered indicates that implementing intervention programs such as the one applied in this study could have a positive impact on improving motor competence in preschool-aged boys and girls, increasing its level.