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Objective: To explore the effect of 16 weeks of functional exercise on fundamental movement skills in children with mild to moderate intellectual disabilities. Method : A total of 33 children with mild to moderate intellectual disabilities from special education schools were selected to participate in the study with an age range of 7-10 years old and an average age of 8.52±1.09 years old. Among them, there were 21 boys and 12 girls. The subjects underwent functional exercises for 16 weeks, with a training frequency of 3 times per week, and a duration of 45-60 minutes each time. The Test of Gross Motor Development-3, (TGMD-3) was used in the study to assess the development of their fundamental movement skills. Results: 1) Before the intervention, the completion rates of various items in locomotor skills and object control skills among male and female students were relatively low, with male students having a higher completion rate than female students. After 16 weeks of functional training, the completion rate of various items in locomotor skills and object control skills of male and female students increased significantly, and the completion rate of various items iii female students was significantly higher than that in male students :2) Using repeated measures analysis of variance, after 16 weeks of intervention, the total scores of fundamental movement skills, locomotor skills and object control skills in boys and girls with mild to moderate intellectual disabilities were significantly higher than before intervention, with significant differences ( P<0.01 ) ; Female students scored significantly higher in locomotor skills and object control skills compared to male students. Conclusion: 1) The completion rate of fundamental movement skills in children with mild to moderate intellectual disabilities is relatively low, with boys having a higher completion rate than girls ; Functional exercises can improve the completion rate of various sub movements of fundamental movement skills in children with mild to moderate intellectual disabilities. Except for kicking a fixed ball, the intervention effect of female students is better than that of male students. 2 ) Functional exercises can improve the locomotor and object control skills of children with mild to moderate intellectual disabilities, and the improvement effect of lateral and forward sliding steps in the movement sub items of displacement skills is most significant for male and feniale students. The improvement effect of underhand pitching is most significant in object control skill sub items. 3 ) Different intervention durations have a positive effect on improving fundamental movement skills of children with mild to moderate intellectual disabilities aged 7-10, and there is a certain time accumulation effect. [ABSTRACT FROM AUTHOR]