<![CDATA[Physical literacy is the main goal of physical education in elementary schools, with fundamental movement skills as the foundation. However, information supporting the relationship between these two constructs and effective pedagogical techniques is still fragmented. The purpose of this systematic review aimed to find, analyze, and synthesize research findings on fundamental movement skills, motor competencies, and physical literacy in physical education in elementary schools. A qualitative systematic review design in accordance with PRISMA guidelines was employed. Data were retrieved from the Scopus database on February 14, 2026, using relevant keywords such as physical literacy, fundamental movement skills, motor competence, and primary education. After screening and eligibility determination, eight peer-reviewed English-language scientific articles were included and evaluated descriptively. The findings consistently showed a significant positive relationship between fundamental movement skills and physical literacy, indicating that children with higher motor skills tend to be more motivated, confident, and actively participate in physical activities. Intervention programs, such as physical education enriched with physical literacy, multi-method teaching techniques, and scheduled physical activity programs, have been shown to significantly improve motor skills, engagement, and learning outcomes. The implementation of student-centered teaching strategies and the improvement of teachers' pedagogical skills are essential for enhancing motor development, encouraging lifelong participation in physical activity, and optimizing the effectiveness of physical education programs.]]>
