Physical Literacy Development in Lithuania: Trends, Challenges and the Role of Digital tools in Pre-school Education

Authors : Vilija Gerasimovičienė, Brigita Kaırıenė

Pages : 708-723

Doi:10.38021/asbid.1797185

View : 110 | Download : 103

Publication Date : 2025-12-28

Article Type : Research Paper

Abstract :Physical Literacy (PL) has received a lot of attention recently as a concept that encompasses and broadens not only the school discipline of physical education (PE) but also the physical education activities carried out in pre-school educational institutions. The concept of PL describes motivation, confidence, physical competence, knowledge, and understanding that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Although recognized by the United Nations as a Sustainable Development Goal for 2030, the integration of Physical Literacy (PL) into education varies significantly across countries. A recent European review highlights definitional inconsistencies as a major challenge for researchers. In Lithuania, PL remains a nascent concept requiring further educational inquiry. WHO reports indicate that physical activity promotion is not prioritized nationally, partly due to the absence of long-term state-funded programs and an undeveloped PL guideline framework. Effective integration of digital technologies in education requires alignment with pedagogical goals to achieve meaningful outcomes. In promoting children\\\'s physical literacy, digital tools should complement-rather than replace-movement by enriching diverse physical experiences. This entails fostering motor skills (e.g., strength, speed, balance, coordination) and encouraging positive emotional engagement. However, both preschool teachers and PE specialists in kindergartens often lack the competencies and practical skills needed to deliver high-quality physical education, using digital tools. This gap poses a challenge to the effective implementation of digital tools-supported Physical Literacy programs and highlights the need for targeted professional development which will be the main focus of the research.
Keywords : fiziksel okuryazarlık, beden eğitimi, okul öncesi eğitim, dijital araçlar

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