The Effect of a Physical Literacy-Oriented Teaching Model on Fundamental Movement Skills, Self-Regulation in Practice, and Active Participation of Students in Physical Education: The Mediating Role of Teacher Instructional Feedback
Keywords:
Motor literacy, fundamental motor skills, self-regulation of practice, educational feedback, active student participationAbstract
This study aimed to investigate the effect of a physical literacy-oriented teaching model on fundamental movement skills, self-regulation in practice, and active participation in physical education, with emphasis on the mediating role of teacher instructional feedback. This quasi-experimental study employed a pretest-posttest control-group design. The statistical population consisted of female students in Grades 4 to 6 in District 2 of Tehran during the 2024-2025 academic year. Seventy students were selected through cluster random sampling and equally assigned to experimental and control groups. The experimental group received a 16-session physical literacy-oriented intervention, delivered twice weekly for 45 minutes per session. Data were collected using the Test of Gross Motor Development-3, a self-regulation in practice questionnaire, an active student participation scale, and a teacher instructional feedback scale. Data were analyzed using analysis of covariance and mediation analysis with 5000 bootstrap resamples. Analysis of covariance indicated a significant group effect on fundamental movement skills (F=97.86, p<0.001, partial η²=0.594), self-regulation in practice (F=72.88, p<0.001, partial η²=0.521), active participation (F=89.39, p<0.001, partial η²=0.572), and teacher instructional feedback (F=60.04, p<0.001, partial η²=0.473). Mediation analysis showed significant indirect effects of the intervention through teacher instructional feedback on fundamental movement skills (0.256), self-regulation in practice (0.306), and active participation (0.335). Because the direct effects remained significant after inclusion of the mediator, partial mediation was supported for all three outcomes. A physical literacy-oriented teaching model can improve motor skills, self-regulated practice, and active participation in elementary physical education, while teacher instructional feedback constitutes an important mechanism through which part of these effects is transmitted. Integrating task-level, process-level, and self-regulation feedback into physical literacy programs may therefore enhance the effectiveness of elementary physical education.
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