Authors:
Veena S. Nair, R. Ramakrishnan

Addresses:
Department of Physical Education and Sports Sciences, Hindustan Institute of Technology and Science, Chennai, Tamil Nadu, India.

Abstract:

Early infancy is a crucial developmental stage for building the motivational and cognitive underpinnings of lifetime physical activity. This study, which was based on Margaret Whitehead's physical literacy paradigm, looked at how well an organised movement education program improved the cognitive determinants of confidence, motivation, and comprehension in children at the grassroots level between the ages of 6 and 8. Additionally, the study supports the United Nations Sustainable Development Goals 3 (Health and Well-Being) and 4 (Quality Education). Purposively recruited, a total of 100 youngsters (N = 100) were randomised to either the Ex-Group (n = 50) or the CG (n = 50). CG completed their usual physical education, while the Ex-group did a 12-week movement education intervention (three sessions per week). Physical Literacy Observation for Youth tools tested cognitive aspects. Paired-sample t-tests and ANCOVA were used to adjust for baseline values. Effect sizes were determined using Cohen's d and η². The Ex-group showed significant improvements in all cognitive determinants (p <.001), with effect sizes (|d| = 2.80–7.22). Significant group effects were seen in confidence, motivation, comprehension, and composite cognitive score (F (1, 97) = 306.00, η² = .363; 116.00, η² = .233; 47.00, η² = .115; 388.00, η² =.226. The findings suggest systematic movement education improves early childhood cognitive involvement in physical activity. Elementary cognitive-oriented physical literacy may improve schooling and health.

Keywords: Physical Literacy; Movement Education Program; Cognitive Engagement; Effect Size; Sustainable Development Goals; Cognitive Determinants; Quality Education.

Received on: 03/01/2025, Revised on: 04/03/2025, Accepted on: 15/05/2025, Published on: 03/03/2026

DOI: 10.69888/FTSTL.2026.000619

FMDB Transactions on Sustainable Techno Learning, 2026 Vol. 4 No. 1, Pages: 31–43

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