Objective: This study aimed to model the mediating role of movement motivation in the relationship between coaches' leadership style dimensions and children's fundamental movement skill learning.

Methods: The research was applied in purpose and descriptive-correlational in nature, using a structural equation modeling approach. The population included children aged 4–6 years attending organized sport play classes in Tehran Province and their coaches. Through multi-stage cluster sampling, eight centers were randomly selected, then three coaches per center and ten children per coach were chosen. Data were collected using the Chelladurai and Saleh leadership questionnaire, a children's movement motivation questionnaire, and the TGMD-3. Data were analyzed using Pearson correlation, simultaneous-entry multiple regression in SPSS 26, and path analysis in LISREL 8.8.

Results: Movement motivation was the strongest predictor of fundamental movement skills. Positive feedback had the greatest positive effect on movement motivation and influenced skills through both direct and indirect pathways. Instruction and training showed simultaneous positive and significant effects on both motivation and skills. Autocratic behavior significantly reduced motivation, but its direct effect on skills was non-significant, indicating full mediation. Democratic behavior and social support had no significant effects in the presence of other dimensions. Fit indices indicated excellent model-data fit.

Conclusion: Movement motivation is a key mechanism linking coaches' leadership styles to children's fundamental movement skills. Coaches should foster children's motivation through positive feedback, purposeful instruction, and avoidance of autocratic behavior.