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All Journal Journal of Fundamental Movement Skills
Termpetch Sookhanaphibarn
Faculty of Applied Arts, King Mongkut’s University of Technology, North Bangkok, Thailand

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How Fundamental Movement Skills Enhance Physical Literacy? Literature Review with Digital Approach Chaylasy Gnophanxay; Atchara Purakom; Termpetch Sookhanaphibarn; Jihan Dwi Wulandari
Journal of Fundamental Movement Skills Vol. 1 No. 1 (2026): JFMS
Publisher : PT Smart Motion Technology and Education

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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.
Analysis of Validity and Reliability of Gross Motor Tests in Children in Phase B Suthana Tingsabhat; Termpetch Sookhanaphibarn; Putri Nur Alifah; Cahyo Wibowo; Briyan May Syahputra
Journal of Fundamental Movement Skills Vol. 1 No. 1 (2026): JFMS
Publisher : PT Smart Motion Technology and Education

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Physical education in elementary schools is crucial for improving students' gross motor skills, especially in Phase B, which is a crucial stage in children's motor skill development. Therefore, a valid and reliable instrument is needed to evaluate gross motor skills so that the results can be used objectively as a basis for developing educational objectives. The purpose of this study was to analyze the validity and reliability of gross motor skills tests in Phase B elementary school students. This study used a quantitative approach with a cross-sectional and descriptive analysis design. The subjects were Phase B elementary school students who participated in gross motor skill measurements during one data collection period. The gross motor examination that assessed manipulative, locomotor, and non-locomotor skills was used as a research tool. Product Moment Correlation was used for validity testing, and Cronbach's Alpha coefficient was used for reliability testing. The majority of test items had significant correlation coefficients (p < 0.05), according to the results of the study, and were considered valid; however, several questions needed to be revised because they did not meet validity requirements. The instrument demonstrated reliable internal consistency, as indicated by the Cronbach's Alpha rating of 0.71 in reliability testing. Therefore, the gross motor skills test is considered suitable as a tool to evaluate gross motor skills in elementary school students in Phase B, although some aspects need to be improved to enhance the overall quality of the instrument.
Digital Technology Integration Strategies to Increase Student Engagement Physical Education Learning: Narrative Review Termpetch Sookhanaphibarn; Putri Nur Alifah
Journal of Fundamental Movement Skills Vol. 1 No. 2 (2026): JFMS
Publisher : PT Smart Motion Technology and Education

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In the learning process, physical education demands student involvement that goes beyond the physical realm and includes cognitive as well as affective aspects. Although digital technology is rapidly being adopted in the classroom, current literature does not adequately address how it should be used in physical education at the secondary school level. To synthesize digital technology integration strategies and their relation to the three aspects of student engagement, namely behavioural, cognitive, and affective, this paper presents a narrative review. After searching the Scopus database for publications from 2021 to 2026, 78 papers were found. The papers were selected through a gradual procedure that included examination of titles, abstracts, and full texts, based on pre-established eligibility criteria. In the end, two studies met all the requirements and underwent thematic analysis. The synthesis shows that digital technologies including flipped learning, video, apps, and tracking devices increase engagement not only through their presence, but also through pedagogical functions such as maximizing activity time, facilitating individualization, providing feedback, and encouraging reflection. Although affective engagement is under supported by statistical evidence and cognitive engagement is still in the early stages, behavioural engagement has the strongest evidence. This article highlights the need for further research with robust designs and multidimensional engagement measurement instruments, as well as concludes that teacher roles, digital competence, and the balance between technology use and physical activity time are important factors determining successful integration.
Co-Authors Atchara Purakom Briyan May Syahputra Cahyo Wibowo Chaylasy Gnophanxay Jihan Dwi Wulandari Putri Nur Alifah Putri Nur Alifah Suthana Tingsabhat