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

Yıl 2025, Cilt: 8 Sayı: 4, 708 - 723, 28.12.2025

Vilija Gerasimovičienė , Brigita Kaırıenė

https://doi.org/10.38021/asbid.1797185

Öz

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.

Anahtar Kelimeler

physical literacy , physical education , pre-school education , digital tools

Etik Beyan

This study was approved by the Mykolas Romeris University, Institute of Education and Social Work, Social Innovations Doctoral School Attestation Commission Decision, No.1 dated 31.03.2024.

Litvanya'da Fiziksel Okuryazarlık Gelişimi: Trendler, Zorluklar ve Okul Öncesi Eğitimde Dijital Araçların Rolü

Öz

Fiziksel Okuryazarlık (FO), sadece okulda verilen beden eğitimi dersini değil, okul öncesi eğitim kurumlarında gerçekleştirilen beden eğitimi faaliyetlerini de kapsayan ve genişleten bir kavram olarak son zamanlarda büyük ilgi görmektedir. FO kavramı, bireylerin yaşamları boyunca fiziksel aktiviteyi uygun bir düzeyde sürdürmek için geliştirdikleri motivasyon, özgüven, fiziksel yeterlilik, bilgi ve anlayışı tanımlamaktadır. Birleşmiş Milletler tarafından 2030 Sürdürülebilir Kalkınma Hedefi olarak kabul edilmesine rağmen, fiziksel okuryazarlığın eğitime entegrasyonu ülkeler arasında önemli ölçüde farklılık göstermektedir. Yakın zamanda yapılan bir Avrupa incelemesi, tanımdaki tutarsızlıkların araştırmacılar için önemli bir zorluk olduğunu vurgulamaktadır. Litvanya'da PL, daha fazla eğitim araştırması gerektiren yeni bir kavram olmaya devam etmektedir. WHO raporları, kısmen uzun vadeli devlet destekli programların olmaması ve gelişmemiş bir FO kılavuz çerçevesinin bulunmaması nedeniyle, fiziksel aktivitenin teşvik edilmesinin ulusal düzeyde öncelikli bir konu olmadığını göstermektedir. Dijital teknolojilerin eğitime etkili bir şekilde entegre edilmesi, anlamlı sonuçlar elde etmek için pedagojik hedeflerle uyumlu olmasını gerektirir. Çocukların fiziksel okuryazarlığını teşvik ederken, dijital araçlar hareketin yerini almak yerine, çeşitli fiziksel deneyimleri zenginleştirerek onu tamamlamalıdır. Bu, motor becerilerin (örneğin güç, hız, denge, koordinasyon) geliştirilmesini ve olumlu duygusal katılımın teşvik edilmesini gerektirir.
Ancak, anaokullarındaki okul öncesi öğretmenleri ve beden eğitimi uzmanları, dijital araçları kullanarak yüksek kaliteli beden eğitimi vermek için gerekli yetkinlik ve pratik becerilerden sıklıkla yoksundur. Bu eksiklik, dijital araçlarla desteklenen fiziksel okuryazarlık programlarının etkili bir şekilde uygulanmasını zorlaştırmakta ve hedefli mesleki gelişim ihtiyacını ortaya koymaktadır. Bu konu, araştırmanın ana odak noktası olacaktır.
Bu araştırmanın özeti, 24-27 Nisan 2025 tarihlerinde Antalya/Türkiye'de düzenlenen 19. FIEPS Avrupa Konferansı'nda sunulmuştur.

Anahtar Kelimeler

fiziksel okuryazarlık , beden eğitimi , okul öncesi eğitim , dijital araçlar

Etik Beyan

This study was approved by the Mykolas Romeris University, Institute of Education and Social Work, Social Innovations Doctoral School Attestation Commission Decision, No.1 dated 31.03.2024.

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