Motor skill pedagogy within school physical education has long been anchored in prescriptive, repetitive drills designed to minimize movement variability and instil idealized movement patterns. Grounded in dynamic systems theory and neurocomputational models, the differential learning approach challenges this prescriptive paradigm by introducing continuous, structured movement variations and stochastic perturbations without augmented corrective feedback. This meta-analysis evaluates the comparative efficacy of differential learning versus traditional linear drill methodologies across primary, secondary, and tertiary physical education cohorts. Synthesizing empirical intervention trials published up through December 2023, the analysis quantifies motor performance across acquisition, long-term retention, and dynamic transfer phases while mapping underlying neuro-electrical adaptations. Pooled effect sizes confirm that while traditional drill instruction often demonstrates minor immediate advantages in closed-loop acquisition speed, differential learning delivers superior long-term retention and environmental transfer capabilities across ballistic, locomotive, and manipulative sports skills. Electroencephalographic evidence reveals that stochastic motor fluctuations stimulate elevated post-training frontal theta and central alpha oscillatory power, signifying accelerated cortical self-organization and memory consolidation. Furthermore, kinematic tracking demonstrates that movement variability fosters exploratory coordination dynamics, equipping students with functional motor synergies resilient against psychological pressure and contextual unpredictability. Adopting differential learning in school curricula transitions physical education from rigid rote replication into an exploratory neuro-pedagogical environment, maximizing physical literacy, motor adaptability, and lifelong sports competence.