Effects of a Physical Literacy Program on Preschoolers in Northern Mexico
DOI:
https://doi.org/10.59614/acief62026302Keywords:
physical literacy, preschoolers, knowledge, fundamental movement skills.Abstract
Introduction: Physical Literacy (PL) is a holistic and comprehensive educational approach; UNESCO recommends its inclusion in Physical Education (PE) programs. Objective: To evaluate the effect of a PL program on Health-Related Physical Activity Knowledge (HRPAK) and Fundamental Movement Skills (FMS) in preschool children. Methods: A all of 27 girls and 18 boys participated in the study. A Control Group (CG) n=17 and an Intervention Group (IG) n=28 were included. HRPAK was assessed using a multiple-choice examination, while FMS were evaluated using the Test of Gross Motor Development-3 (TGMD-3). The intervention group participated in two 40-minute sessions per week for 10 weeks. SHAPE America curricular standards were used to plan the sessions. A Pre-test and Post-test were administered. Results: The instruments showed adequate levels of reliability and internal consistency. The Intraclass Correlation Coefficient (ICC) for HRPAK was .756; FMS showed an ICC of .751 for Locomotor Skills and .723 for Object Control Skills. HRPAK and FMS in the IG showed statistically significant positive changes (p ≤ .01). Conclusion: The intervention improved HRPAK and FMS among preschool children in the IG, reinforcing the importance of implementing PL programs from an early age as a strategy to promote holistic development and establish the foundations for active and healthy lifestyles.
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Copyright (c) 2026 Salvador Jesús López-Alonzo, Alejandra Orona-Escápite, Arturo Martínez-Trevizo, Arturo Iván Chávez Erives, Samuel Alfredo Isalas-Guerra
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