Background and Study Aim. Movement competence is essential for physical literacy and long-term engagement in active lifestyles. This study aimed to evaluate the effectiveness of a 12-week cooperative game-based learning (CGBL) intervention in enhancing fundamental movement patterns among university students compared to a traditional physical education curriculum. Materials and Methods. Sixty male university students (age: 19.02 ± 0.84 years) were divided equally into an experimental group (CGBL based activities) and a control group (standard PE instruction). Five core movement competencies (bodyweight squat, lunge and twist, push-up, bend and pull, and single-leg squat) were assessed pre and post intervention using a validated rubric. Data met normality (Shapiro-Wilk, p > 0.05) and homogeneity assumptions (Levene’s test, p > 0.05). Independent and paired sample t-tests were used for analysis, and effect sizes (Cohen’s d) quantified practical significance. Results. No significant baseline differences were observed between groups (p > 0.05), confirming equivalence. Post intervention scores were significantly higher in the experimental group across all tests (p < 0.001). For example, push-up scores improved from 4.85 ± 0.40 to 9.25 ± 1.80 in the experimental group (t = -12.501, p < 0.001, d = 2.69) versus 5.15 ± 0.75 to 8.30 ± 0.80 in the control group (t = -15.024, p < 0.001, d = 2.71). Lunge and twist showed the highest effect size (d = 3.71) in the experimental group. Between group comparisons post test revealed moderate to large effect sizes (d = 0.86 to 1.87), favoring the CGBL approach. Conclusions. The cooperative game-based learning intervention significantly enhanced movement competence compared to traditional instruction. The combination of strong statistical significance and large effect sizes underscores the pedagogical value of integrating peer based, interactive motor tasks in physical education. These findings support CGBL as a powerful strategy for improving physical skill acquisition and should inform future curriculum designs.