234 JPJO 7 (2) (2022) 234-242 Jurnal Pendidikan Jasmani dan Olahraga Available online at: https://ejournal.upi.edu/index.php/penjas/article/view/49571 DOI: https://doi.org/10.17509/jpjo.v7i2.49571 Perceived Physical Literacy of Kindergarten Teachers in Urban and Rural Areas Gita Febria Friskawati STKIP Pasundan Cimahi, Indonesia Article Info Article History : Received August 2022 Revised August 2022 Accepted August 2022 Available online September 2022 Keywords : early childhood education teacher, kindergartens, physical literacy perception Abstract This study aimed to reveal physical literacy perception differences among early child- hood teachers at the kindergarten level of education. The survey research was conduct- ed on 98 kindergarten teachers in West Java who were willing to be involved in this research selected through convenience sampling by filling out an online instrument. Perceived Physical Literacy Scale for Physical Education Teachers (PPLI) was used as the instrument to collect data. The research data were calculated using SPSS 20 em- ploying the ANOVA test. The study's results revealed that physical literacy perception differences were apparent in early childhood education teachers in urban and rural are- as, especially in different age and teaching experience groups. The relatively young teachers had diverse perceptions of physical literacy. In contrast, early childhood edu- cation teachers in rural schools had the same perception of physical literacy due to the lack of information about the novelty of physical literacy. The findings revealed that the physical literacy perception among early childhood education teachers in urban and rural areas had not been evenly distributed. Therefore, promoting the importance of physical literacy integrated into the learning process, especially in early childhood education, needs to be well socialized through government policies in urban and rural areas.  Correspondence Address : Jl. Permana No.32B, Kota Cimahi, Jawa Barat 40512 E-mail : gita032@gmail.com https://ejournal.upi.edu/index.php/penjas/index 235 INTRODUCTION Mental The development of the Physical Literacy (PL) concept has led to various research findings that have an impact on policy around the world implied for professional practice in sports and physical education, as well as the health of a nation (Hyndman & Pill, 2018; Scott et al., 2021). Canada and America have made a policy to support physical literacy and empha- size the importance of physical activity in physical edu- cation to develop healthy habits of school-age children, including to be physically active and learn sports that will be maintained throughout their lives (Ontario Min- istry of Education, 2019; SHAPE, 2015). In addition, sport Australia released the Australian Physical Litera- cy Framework (APLF) in 2019 to advance the national agenda on physical literacy, mainly to clarify and pro- mote physical literacy development in Australian sports and education sectors. This policy also impacts Physical Education curriculum development in Australia (Scott et al., 2021). Physical literacy can be promoted during the criti- cal period of essential movement skill building (Hulteen et al., 2017). The active period to carry out motor activities in children is generally formed at 3-6 years (Goodway, Jacqueline D., Jhon C. Ozmun, 2021). Children generally attend kindergarten during this peri- od (Wu et al., 2021). This period is a critical period of the basic movement skill formation, such as walking, running, jumping, and throwing, which can encourage their basic motor skill development process, such as speed, strength, coordination, and balance (Goodway, Jacqueline D., Jhon C. Ozmun, 2021). It can also affect subsequent levels of physical activity in adolescence and adulthood (Essiet et al., 2021). School is a place to provide programs to develop fundamental movement skills and promote active life, especially in elementary school as the initial founda- tion. Physical education programs through the funda- mental motor skill development carried out in schools are conducted to assist the growth and development process of children so that they can grow in harmony and balance (Palmer et al., 2019). A structured motor play experience is vital for early childhood because this experience can foster a sense of love and motivation to add more movement experiences (Wasenius et al., 2018). A structured movement experience can be pre- sented in the learning process at school, where the teacher becomes the primary key to its success (Bakhtiar et al., 2020a). Teachers spend most of their time managing, designing, providing feedback, and evaluating motor teaching in children (Johnson et al., 2019). For example, when learning fundamental motor skills, early childhood teachers will ask children to show them how to jump on one leg and remind them to lean forward when jumping and keep their feet off the ground behind their bodies. Future research should ex- plore the influence of teachers with basic movement skill knowledge and apply the knowledge to children. It is also essential to explore children's motor compe- tence, positive self-perception, and whether a teacher's basic motor skill knowledge affects children's physical activity levels and overall health (Breslin et al., 2012). Kindergarten classroom teachers have been high- lighted as critical facilitators in promoting a healthy and active lifestyle (Wachob, 2018) because they can inte- grate physical literacy concepts into lessons, parenting, and break time inside and outside the classroom (Buckler et al., 2021). Kindergarten teachers also play an essential role in the early childhood development holistic process. They are likely to play a role in sup- porting a positive physical literacy journey in children as they have a role in promoting physical activity in early childhood years (Lu & Montague, 2016). Re- search reveals that children spend most of the day in their school supervised by classroom teachers to carry out academic activities, including motor skill develop- ment (Sato et al., 2020), where teachers should be the main motor for physical literacy promotion (Doherty et al., 2019; Dynia et al., 2018). Unfortunately, research reveals that little is known about the early childhood educator competence related to their confidence in physical literacy knowledge and its application in learn- ing practices for early childhood in kindergarten (Buckler & Bredin, 2021). Teacher expertise in content knowledge, appropri- ately developed introductory activities, and motor task structures must be unique to promote physical literacy in early childhood. However, there is limited literature supporting the importance of perceived physical litera- Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 236 cy. Teachers report that pre-service teacher physical literacy perceptions are directly related to a higher teaching efficiency in enacting effective teaching be- havior (S. M. Choi et al., 2021). In addition, teacher knowledge, understanding, and competence are essen- tial components of successful physical literacy promo- tion and quality physical education outcomes; teachers recognize that these elements affect the quality of phys- ical education delivery (Veall, 2015). Recent research has revealed that the perception, knowledge, and understanding of teachers in kindergar- ten are essential in promoting physical literacy. A study by (Buckler & Bredin, 2021) identified that related to knowledge and confidence; early childhood teachers needed to improve their teaching skills to develop fun- damental motor skills, physical activity, and physical literacy for early childhood in school. However, the level of response could limit the generalization of the results of this study, namely the respondent's interest in physical literacy and physical activity because, in Cana- da, physical literacy had been massively promoted. Cross-sectional and quantitative research from (S. M. Choi et al., 2021) conducted in China revealed teacher knowledge and understanding based on their de- mographics, such as gender, age, teaching experience, graduates, and teaching areas, predicting teaching quali- ty in accommodating skill level differences in teaching to promote physical literacy. In addition, (Yıldızer & Munusturlar, 2021) conducted a causal-comparative design in Turkey, revealing differences in physical liter- acy perceptions among teachers according to their spe- cialization and experience level. However, this study had not revealed teachers' physical literacy perceptions compared to their teaching areas, namely urban and rural areas. Therefore, regional comparisons are essen- tial to classify and consider the results to design a direct approach through the promotion of the physical literacy concept tailored to the teacher character in each area, both in urban and rural areas (Essiet et al., 2022). Related to several studies on the physical literacy perception of early childhood teachers in several coun- tries, there has not been any research in Indonesia. There have been some research on physical literacy which directly study the implementation of physical literacy, such as the integration of physical literacy in the early childhood education curriculum (A. Suher- man, et al, 2018; Bakhtiar et al., 2020b; Goodway et al., 2019,) and physical literacy measurement carried out by (Permana & Habibie, 2020; Priadana et al., 2021) with- out examining the initial perception of teacher physical literacy concept. In fact, physical literacy perception is essential for teachers, especially physical education teachers, so that they can design physical literacy pro- motions integrated into the learning process until they can evaluate it (S. Choi et al., 2021; Essiet et al., 2022; Yıldızer & Munusturlar, 2021). Therefore, this study aimed to present possible differences in physical literacy perceptions by examin- ing the demographics of early childhood teachers, espe- cially the areas where they were teaching, namely in urban and rural areas that had not been disclosed in pre- vious studies to promote physical literacy through their teaching (Hulteen et al., 2017; Pot et al., 2018; Starrett et al., 2021) involving kindergarten teachers as the sam- ples, in West Java. Furthermore, as previously proven by (Edwards et al., 2019), their research results suggest conducting in-service physical literacy training, which might be necessary to complement the teacher's physi- cal literacy perceptions with more extended teaching experience. METHODS This survey was conducted to collect all the re- quired data regarding the perceptions of early childhood education teachers in urban and rural areas. In addition, a study by (S. M. Choi et al., 2021) was used to collect data about teacher physical literacy perceptions. Participants Ninety-eight female kindergarten teachers in West Java participated in this study. All of them stated that they were willing to be involved and to fill out the online questionnaire. The samples were purely kinder- garten class teachers, not physical education teachers teaching kindergarten. Of these 98 teachers, 53 were teaching in urban areas, and 45 were teaching in rural areas. Sampling Procedures Sampling was conducted using a convenience sampling method as the criteria for the samples were Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 237 accessible and willing to be involved in the research (Creswell & Creswell, 2018). In this case, the samples were taken from the Indonesian Kindergarten Teacher Association, known as Ikatan Guru Taman Kanak- Kanak Indonesia (IGTKI), West Java. Instrument and Procedure Instruments developed by (S. Choi et al., 2021) to measure teacher physical literacy perceptions in the form of the 'Perceived Physical Literacy Scale for Phys- ical Education Teachers (PPLI)' was used in this study. PPLI was justified as a survey research instrument in various age groups, teaching experiences, and regions, including urban and rural areas. This PPLI instrument has also been used to measure physical literacy in the continuing professional development program for phys- ical education teachers (Sum et al., 2021) and physical education teachers (Sum et al., 2016). Three subscales involved as the main attributes of physical literacy proposed by (Whitehead, 2010), in- cluding motivation, self-confidence, and physical com- petence, thus the examples of statements were 'I am physically fit, age-appropriate; 'I have strong social skills; and 'I realized the health-related benefits of exer- cise. Participants filled out the questionnaire with a Lik- ert scale of 1-5 (1 = strongly disagree to 5 = strongly agree). The instrument was translated into the Indone- sian language and gained an instrument reliability value of 0.87, so this instrument had shown suitable suitabil- ity for measuring teacher physical literacy perceptions (Sum et al., 2016). The instrument was made into an online question- naire via a google form and distributed directly to the sample through the Whatsaap group of the West Java Indonesian Kindergarten Teachers Association (IGTKI), who had voluntarily declared their readiness to be involved in this research. Data Analysis The Descriptive statistics (mean, frequency, per- centage) were calculated for each variable, such as kin- dergarten teacher perceptions of physical literacy, with demographic variables including gender, region, school status, last education, teaching experience, and training experience. Analysis used one-way ANOVA for calcu- lating the mean difference between urban and rural are- as. In the first stage, gender, region, school status, last education, teaching experience, and training experience variables were included in determining whether these variables were statistically significant to the dependent variable (Berens et al., 2016). All calculations used SPSS 20.0 for Windows. The significance level for each test was set at the 95% confidence interval (p < 0.05). RESULT Descriptive data regarding the perception of kin- dergarten teachers in urban and rural areas were found. The population of kindergarten teachers in urban areas aged between 19-30 years (62.2%), an average of 39.6 and up to 4.67. Rural areas found similar data for 55.5% of respondents, averaging 41.00 and up to 3.38. For teaching experience, 67.9% of kindergarten teach- ers in urban areas had 1-10 years of teaching experience with an average of 41.34 and up to 5.11, while in rural areas, 55.5% of teachers had 11-20 years of teaching experience with an average of 37.9 and up to 5.19. The Results of the one-way ANOVA analysis re- vealed that physical literacy perception had a p- value**=0.021<0.05 in the urban area sample group regarding age. Therefore, there was a significant differ- ence in the physical literacy perception of teachers in urban areas. A similar result was found in the urban area sample group viewed from the teaching experience of kindergarten teachers with a p- value**=0.0000<0.05. It means that there was a signifi- cant difference in the physical literacy perception of teachers in urban areas viewed from the teaching expe- rience. In the rural area sample group, the physical liter- acy perception according to age gained a p- value**=0.018<0.05, meaning that there was a signifi- cant difference in physical literacy perceptions viewed from the age of the teachers in rural areas. Meanwhile, the physical literacy perception of kindergarten teachers in rural areas had a p-value**=0.0453>0.05, meaning that there was no difference in physical literacy viewed from the teaching experience of kindergarten teachers in rural areas. Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 238 DISCUSSION Differences in physical literacy perceptions be- tween kindergarten teachers in urban and rural areas were revealed in this study. Teachers' physical literacy perceptions varied depending on where they lived, in an urban or rural area, by considering other variables, in- cluding age and teaching experience (Edwards et al., 2019). The results revealed that the teacher physical literacy perception in urban and rural areas was highest in the relatively young group, ranging from 19-30 years. At this relatively young age, teachers, especially early childhood education teachers, are still enthusiastic to add new knowledge in education, both in terms of teaching innovation and new knowledge (Bergen, 2020), which should be included in early childhood ed- ucation and considered essential to be developed in children (Tonetto et al., 2020), including physical litera- cy, (Olive et al., 2019) that becomes a gateway to life- long physical activity participation and contributes to be more confident, competent, and motivated individu- als to engage in daily physical activities (Lugossy et al., 2021). Further findings, different perceptions of physical literacy were also seen from the teaching experience of kindergarten teachers in urban areas with an average of 1-10 years of teaching at most. This teaching experi- ence is relatively short compared to those who have 54 years of teaching experience to teach in kindergarten. However, this study revealed that a long teaching expe- rience did not guarantee an excellent physical literacy perception compared to a short teaching experience. In line with this finding, (Sato et al., 2020) argue that the suitability of the pedagogical model decreases signifi- cantly as individuals mature. They state that self- reflection, intrinsic motivation, and higher self-efficacy are the goals of human life. Learning occurs not only through the instructor but also through life and profes- sional experience (Coulter & Woods, 2012). In andra- gogy conception, senior teachers provide opportunities to help younger teachers to develop (Rempe-Gillen, 2018). Another finding of this study is the common per- ception of kindergarten teachers about physical literacy in rural areas viewed from their teaching experience. Teachers in rural areas with short or long teaching ex- perience did not understand the novelty of the physical literacy concept, which is essential for early childhood. This could be due to inadequate information (Tannehill et al., 2021). Information obtained by kindergarten teachers in urban areas is faster; for example, infor- mation about new knowledge will be transferred more quickly than in rural areas (Byrd, 2017). The physical literacy concept has now begun to be included in the National Sports Law, which the government recently revised by mentioning that it is essential to foster physi- cal literacy since early childhood education (UURI, 2022). This information will at least spread quickly among physical education teachers who will dissemi- nate information massively to kindergarten teachers in urban areas because of the ease of access to technology, Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Variable Region Urban Rural f % Ẋ sd p-value** f % Ẋ sd p-value** Age 0.018 19 – 30 33 62.2% 39.6 ±4.67 0.021 25 55.5% 41.0±3.38 31 – 42 14 26.4% 38.1±5.12 15 33.3% 32.2±2.78 43 – 54 5 1.5% 35.2±4.49 5 11.1% 40.6±4.96 > 54 1 0.7% 31.1±4.47 0 0% 0 Teaching Experience 1 – 10 36 67.9% 41.0±3.38 0.000 19 42.25% 30.9±4.72 0.453 11 – 20 12 22.6% 32.2±2.78 25 55.5% 37.9±5.19 21 – 30 5 9.4% 40.6±4.96 1 2.2% 39.9±4.87 >30 0 0% 0 0 0% 0 Table 1. Description of physical literacy perception and ANOVA calculation Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 239 such as the use of social media (Mulyana, 2014). The delay in delivering information to kindergarten teachers in rural areas (Hutter, 2016) causes teachers to be unin- formed about physical literacy. Overall, an essential finding of this study is that there was an uneven perception of physical literacy among kindergarten teachers. In general, the principle of organizing early childhood education lies in (1) learning and developing children through play, (2) providing choices and freedom in the learning process, and (3) sometimes providing structured activities in the learning process (Mcevilly et al., 2016). This principle should be the basis for promoting physical literacy by teachers who act as the primary key (Yıldızer & Munusturlar, 2021). Physical literacy is essential to be promoted in early childhood education (Pyle et al., 2018), shown by evidence that physical activity is in- creasingly recognized as an essential determinant of cognitive function among the older population. Howev- er, less is known about this association in early child- hood (Olive et al., 2021). In younger populations, it has been suggested that interventions to increase physical activity should focus on physical literacy (N Wain- wright et al., 2016; Nalda Wainwright et al., 2018). A deep understanding of physical literacy in early childhood education teachers is needed (Buckler et al., 2021), along with physical literacy perception related to the intention and behavior of teachers to provide oppor- tunities for physical activity and physical literacy devel- opment for early childhood children (Buckler & Bredin, 2021). This fact should help inform policymakers in early childhood education for teachers and pre-service teachers' professional development, increasing opportu- nities for integrating physical literacy in daily early childhood education activities. For example, providing training for kindergarten teachers to know about the concepts and how to integrate physical literacy in kin- dergarten regularly (Lugossy et al., 2021) so that teach- ers can accept new knowledge about physical literacy, hence it is easier to implement it in the learning process in kindergarten (Buckler et al., 2021; Buckler & Bredin, 2021). The results of this study cannot generalize physi- cal literacy perceptions of early childhood education teachers in kindergarten throughout West Java and even throughout Indonesia to be strong evidence of physical literacy conditions in Indonesia. More comprehensive measurements are needed as well as the level of types of early childhood education in Indonesia, such as play- groups, Raudlatul Athfal (RA), and kindergarten plus to obtain richer data and classify physical literacy percep- tions in each type of education at an early age to collect evidence that physical literacy is still not promoted in Indonesia. Moreover, the instrument was only physical literacy perception (Sum et al., 2016). To dig deeper, other instruments are needed, such as in-depth direct interviews (S. Choi et al., 2021) with more complex research methods, such as qualitative research and even mixed methods, to reveal it (Li et al., 2021). CONCLUSION Differences in physical literacy perceptions can be seen in early childhood education teachers in urban dan rural areas when considering age and teaching experi- ence. The relatively young group of teachers had di- verse perceptions of physical literacy. In contrast to the teaching experience on the physical literacy perception, early childhood education teachers in urban dan rural areas had the same physical literacy perception due to the lack of information about the novelty of this sci- ence. This finding is important because it revealed that the physical literacy perception among early childhood education teachers in urban and rural areas was uneven. Therefore, the promotion of the importance of physical literacy must be integrated into learning, especially in early childhood education. Furthermore, it needs to be well socialized through government policies in urban and rural areas to increase teacher knowledge. There- fore, it will be easier to implement it into the learning process in kindergartens to make physical activity a habit started early for their future lives. ACKNOWLEDGEMENT The author would like to thank the kindergarten teachers, especially the Indonesian Kindergarten Teach- er Association (IGTKI) West Java, who have been will- ing to spend their time involved in this research. Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 240 CONFLICT OF INTEREST The authors declared no conflict of interest. REFERENCES Asep Suherman, Adang suherman, Tite Juliantine, A. M. (2018). Thematic Learning Based On Physical Literacy for Early Children. 3(1). Bakhtiar, S., Famelia, R., Syahputra, R., Oktavianus, I., & Goodway, J. (2020a). Developing a Motor Skill- Based Curriculum for Preschools and Kindergartens as a Preventive Plan for Children With Obesity in Indonesia. 464(Psshers 2019), 276–280. https:// doi.org/10.2991/assehr.k.200824.065 Bakhtiar, S., Famelia, R., Syahputra, R., Oktavianus, I., & Goodway, J. (2020b). Developing a Motor Skill- Based Curriculum for Preschools and Kindergartens as a Preventive Plan for Children With Obesity in Indonesia. 21(Icsshpe 2019), 106–110. https:// doi.org/10.2991/assehr.k.200824.065 Berens, E., Vogt, D., Messer, M., Hurrelmann, K., & Schaeffer, D. (2016). Health literacy among differ- ent age groups in Germany : results of a cross- sectional survey. BMC Public Health, 1–9. https:// doi.org/10.1186/s12889-016-3810-6 Bergen, T. J. (2020). The Young Teacher in the Age of Aquarius. The Clearing House: A Journal of Educa- tional Strategies, Issues and Ideas, 93(4), 259–262. https://doi.org/10.1080/00098655.2020.1762417 Breslin, G., Murphy, M., McKee, D., Delaney, B., & Dempster, M. (2012). The effect of teachers trained in a fundamental movement skills programme on children’s self-perceptions and motor competence. European Physical Education Review, 18(1), 114– 126. https://doi.org/10.1177/1356336X11430657 Buckler, E. J., & Bredin, S. S. D. (2021). Examining the knowledge base and level of confidence of early childhood educators in physical literacy and its ap- plication to practice. Early Years, 41(2–3), 202–217. https://doi.org/10.1080/09575146.2018.1514488 Buckler, E. J., Puterman, E., & Faulkner, G. E. (2021). Early childhood education and care: Do we need to develop the physical literacy of educators? Pro- spects, 50(1–2), 55–68. https://doi.org/10.1007/ s11125-020-09476-z Choi, S. M., Kim-Wai Sum, R., Sau-Ching Ha, A., Hui- Ping Sit, C., Wallhead, T., Shy, D. Y., & Wei, F. M. (2021). Preservice physical education teachers’ per- ceived physical literacy and teaching efficacy. Jour- nal of Teaching in Physical Education, 40(1), 146– 156. https://doi.org/10.1123/JTPE.2019-0076 Choi, S., Sum, R. K., & Wallhead, T. (2021). Preserv- ice Physical Education Teachers ’ Perceived Physi- cal Literacy and Preservice Physical Education Teachers ’ Perceived Physical Literacy and Teaching Ef fi cacy. May 2020. https://doi.org/10.1123/ jtpe.2019-0076 Coulter, M., & Woods, C. B. (2012). Primary teachers’ experience of a physical education professional de- velopment programme. Irish Educational Studies, 31 (3), 329–343. https:// doi.org/10.1080/03323315.2012.710062 Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Meth- ods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). Doherty, B., Lee, J., Keller, J., & Zhang, T. (2019). Promoting school-aged children’s physical literacy in schools : A brief review. Journal of Teaching, Re- search, and Media in Kinesiology, May 2020, 45– 49. Dynia, J. M., Schachter, R. E., Piasta, S. B., Justice, L. M., O’Connell, A. A., & Yeager Pelatti, C. (2018). An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms. Journal of Early Childhood Literacy, 18 (2), 239–263. https:// doi.org/10.1177/1468798416652448 Edwards, L. C., Bryant, A. S., Morgan, K., Cooper, S. M., Jones, A. M., & Keegan, R. J. (2019). A profes- sional development program to enhance primary school teachers’ knowledge and operationalization of physical literacy. Journal of Teaching in Physical Education, 38(2), 126–135. https://doi.org/10.1123/ jtpe.2018-0275 Essiet, I. A., Lander, N. J., Salmon, J., Duncan, M. J., Eyre, E. L. J., Ma, J., & Barnett, L. M. (2021). A systematic review of tools designed for teacher proxy-report of children ’ s physical literacy or con- stituting elements. Essiet, I. A., Warner, E., Lander, N. J., Salmon, J., Dun- can, M. J., Eyre, E. L. J., & Barnett, L. M. (2022). Exploring Australian teachers’ perceptions of physi- cal literacy: a mixed-methods study. Physical Educa- tion and Sport Pedagogy, March, 1–20. https:// doi.org/10.1080/17408989.2022.2028760 Goodway, Jacqueline D., Jhon C. Ozmun, D. L. G. (2021). Understanding Motor Development (Infant, Children, Adolescents,Adult). The Journal of the College of General Practitioners, 19. Goodway, J. D., Famelia, R., & Chen, Y.-J. (2019). Engaging the Community in Project SKIP to Pro- mote Early Years Physical Literacy in Indonesia. 278(YISHPESS), 120–125. https://doi.org/10.2991/ yishpess-cois-18.2018.31 Hulteen, R., Morgan, P., Barnett, L., Stodden, D., & Lubans, D. (2017). The role of movement skill com- petency in the pursuit of physical literacy: Are fun- damental movement skills the only pathway? Journal of Science and Medicine in Sport, 20, e77. https:// doi.org/10.1016/j.jsams.2017.01.028 Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 241 Hyndman, B., & Pill, S. (2018). What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature. European Physical Education Review, 24(3), 292–313. https:// doi.org/10.1177/1356336X17690312 Irmansyah, J., Susanto, E., Lumintuarso, R., Sugiyanto, F. X., & Syarif, A. (2021). Physical Literacy in the Culture of Physical Education in Elementary Schools : Indonesian Perspectives. 9(5), 929–939. https://doi.org/10.13189/saj.2021.090514 Johnson, J. L., Rudisill, M. E., Hastie, P., Wadsworth, D., Strunk, K., Venezia, A., Sassi, J., Morris, M., & Merritt, M. (2019). Changes in Fundamental Motor- Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention. Research Quar- terly for Exercise and Sport, 90(4), 517–526. https:// doi.org/10.1080/02701367.2019.1628909 Li, M. H., Sum, R. K. W., Sit, C. H. P., Liu, Y., & Li, R. (2021). Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children. Journal of Exercise Science and Fitness, 19(3), 171–177. https://doi.org/10.1016/ j.jesf.2021.03.001 Lu, C., & Montague, B. (2016). Move to Learn , Learn to Move : Prioritizing Physical Activity in Early Childhood Education Programming. 10643. https:// doi.org/10.1007/s10643-015-0730-5 Lugossy, A. M., Froehlich Chow, A., & Humbert, M. L. (2021). Learn to Do by Doing and Observing: Exploring Early Childhood Educators′ Personal Be- haviours as a Mechanism for Developing Physical Literacy Among Preschool Aged Children. Early Childhood Education Journal, 0123456789. https:// doi.org/10.1007/s10643-021-01163-8 Olive, L., Telford, D., Telford, R., & Westrupp, E. (n.d.). Physical literacy & early childhood executive function and language development: Active Early Learning randomised controlled trial. Journal of Sci- ence and Medicine in Sport, 24, S4. https:// doi.org/10.1016/j.jsams.2021.09.020 Ontario Ministry of Education. (2019). T H E O N TA R I O C U R R I C U L U M HEALTH AND PHYS- ICAL. Palmer, K. K., Chinn, K. M., & Robinson, L. E. (2019). The effect of the CHAMP intervention on funda- mental motor skills and outdoor physical activity in preschoolers. Journal of Sport and Health Science, 8 (2), 98–105. https://doi.org/10.1016/ j.jshs.2018.12.003 Permana, R., & Habibie, A. (2020). Analisis Assesmen Literasi Jasmani dengan Kebutuhan Pembelajaran PJOK di Sekolah Dasar Muhammadiyah Tasikma- laya. 221–226. Pot, N., Whitehead, M. E., & Durden-myers, E. J. (2018). Physical Literacy From Philosophy to Prac- tice Physical Literacy From Philosophy to Practice. July. https://doi.org/10.1123/jtpe.2018-0133 Priadana, B. W., Saifuddin, H., & Prakoso, B. B. (2021). Kelayakan pengukuran aspek pengetahuan pada instrumen physical literacy untuk siswa usia 8- 12 tahun. Multilateral : Jurnal Pendidikan Jasmani Dan Olahraga, 20(1), 21. https://doi.org/10.20527/ multilateral.v20i1.9675 Pyle, A., Poliszczuk, D., & Danniels, E. (2018). The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program : Teacher Perspectives and Implementation. Journal of Research in Childhood Education, 00(00), 1–15. https://doi.org/10.1080/02568543.2017.1416006 Rempe-Gillen, E. (2018). Primary school teacher expe- riences in cross-phase professional development col- laborations. Professional Development in Education, 44(3), 356–368. https:// doi.org/10.1080/19415257.2017.1328455 Sato, T., Tsuda, E., Ellison, D., & Hodge, S. R. (2020). Japanese elementary teachers’ professional develop- ment experiences in physical education lesson stud- ies. Physical Education and Sport Pedagogy, 25(2), 137–153. https:// doi.org/10.1080/17408989.2019.1692808 Scott, J. J., Hill, S., Barwood, D., & Penney, D. (2021). Physical literacy and policy alignment in sport and education in Australia. European Physical Education Review, 27(2), 328–347. https:// doi.org/10.1177/1356336X20947434 SHAPE. (2015). Grade-Level Outcomes for K-12 Phys- ical Education Grade-Level Outcomes for K-12 Physical Education. SHAPE AMERICA, Curricu- lum Framework Task Force Lynn. Starrett, A., Pennell, A., Irvin, M. J., Taunton Miedema, S., Howard-Smith, C., Goodway, J. D., Stodden, D. F., & Brian, A. (2021). An Examination of Motor Competence Profiles in Preschool Children: A La- tent Profile Analysis. Research Quarterly for Exer- cise and Sport, 00(00), 1–10. https:// doi.org/10.1080/02701367.2020.1859440 Sum, R. K. W., Ha, A. S. C., Cheng, C. F., Chung, P. K., Yiu, K. T. C., Kuo, C. C., Yu, C. K., & Wang, F. J. (2016). Construction and validation of a perceived physical literacy instrument for physical education teachers. PLoS ONE, 11(5). https://doi.org/10.1371/ journal.pone.0155610 Sum, R. K. W., Morgan, K., Ma, M. M. S., & Choi, S. M. (2021). The influence of a customized continuing professional development programme on physical education teachers’ perceived physical literacy and efficacy beliefs. Prospects, 50(1–2), 87–106. https:// doi.org/10.1007/s11125-020-09471-4 Tannehill, D., Demirhan, G., Čaplová, P., & Avsar, Z. (2021). Continuing professional development for physical education teachers in Europe. European Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 242 Physical Education Review, 27(1), 150–167. https:// doi.org/10.1177/1356336X20931531 Tonetto, L. M., Pereira, A. S., Koller, S. H., Bressane, K., & Pierozan, D. (2020). Designing Toys and Play Activities for the Development of Social Skills in Childhood. Design Journal, 23(2), 199–217. https:// doi.org/10.1080/14606925.2020.1717026 UURI. (2022). Undang-undang Republik Indonesia No- mor 11 tahun 2022. Veall, A. (2015). Cardiff School of Sport DISSERTA- TION ASSESSMENT PROFORMA : Student name : Programme : Student ID : Dissertation title : Supervisor : Wachob, D. A. (2018). Physical Activity and Health Promotion in the Early Years. Physical Activity and Health Promotion in the Early Years, 75–89. https:// doi.org/10.1007/978-3-319-76006-3 Wainwright, N, Goodway, J., Whitehed, M., Williams, A., Kirk, D., Goodway, J., Whitehed, M., Williams, A., & Kirk, D. (2016). The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy The Foundation Phase in Wales – a play-based curriculum that sup- ports the development of physical literacy. 4279 (June). https:// doi.org/10.1080/03004279.2016.1176360 Wainwright, Nalda, Goodway, J., Whitehead, M., Wil- liams, A., & Kirk, D. (2018). Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy. Physical Education and Sport Pedagogy, 23 (4), 431–444. https:// doi.org/10.1080/17408989.2018.1455819 Wasenius, N. S., Grattan, K. P., Harvey, A. L. J., Naylor, P. J., Goldfield, G. S., & Adamo, K. B. (2018). The effect of a physical activity intervention on preschoolers’ fundamental motor skills — A cluster RCT. Journal of Science and Medicine in Sport, 21(7), 714–719. https://doi.org/10.1016/ j.jsams.2017.11.004 Whitehead, M. (2010). Physical literacy: Throughout the lifecourse. In Physical Literacy: Throughout the Lifecourse. https://doi.org/10.4324/9780203881903 Wu, J., Lin, W., & Ni, L. (2021). Peer Interaction Pat- terns in Mixed-Age and Same-Age Chinese Kinder- garten Classrooms : An Observation-based Analysis Peer Interaction Patterns in Mixed-Age and Same- Age Chinese Kindergarten Classrooms : An Obser- vation-based Analysis. Early Education and Devel- opment, 00(00), 1–13. https:// doi.org/10.1080/10409289.2021.1909262 Yıldızer, G., & Munusturlar, S. (2021). Differences in perceived physical literacy between teachers deliver- ing physical education in schools: classroom teach- ers vs physical education teachers. Physical Educa- tion and Sport Pedagogy, 0(0), 1–14. https:// doi.org/10.1080/17408989.2021.1932784 Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Gita Febria Friskawati/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022)