Teachers' Knowledge and Understanding of Physical Literacy in Physical Education Learning

This study explores the knowledge and understanding of elementary school physical education (PE) teachers regarding the concept of physical literacy (PL) through a phenomenological approach. PL encompasses fundamental movement skills, as well as the knowledge, motivation, and confidence necessary for lifelong participation in physical activities. Ten PE teachers with over 10 years of teaching experience were selected through purposive sampling. Data were collected via in-depth interviews, observations, and documentation, and analyzed using inductive content analysis with the aid of ATLAS.ti software. The findings reveal that many teachers hold misconceptions about PL, often prioritizing the mastery of physical abilities while overlooking critical motivational and cognitive aspects essential for fostering sustained engagement in physical activities. The implementation of PL within the Merdeka Curriculum is found to be suboptimal, hindered by insufficient support and training from schools and policymakers. This study highlights the need for targeted professional development programs to enhance teachers' comprehensive understanding and application of PL. Such initiatives can help create more inclusive, holistic, and meaningful PE learning experiences for students. The study recommends the development of supportive policies for PE teachers, focusing on competency development and training, to promote the sustainable integration of PL in elementary schools, thereby improving the quality of PE and encouraging lifelong student participation in physical activities

Cognition · Curriculum · Interpretative phenomenological analysis · Lifelong learning · Literacy · Physical education · Professional development · Qualitative research · Quality (philosophy · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy