Developing a Movement Literacy Model to Enhance Motor Skills and Social Interaction in Junior High School Physical Education

Abstract

This study aimed to develop and validate a Movement Literacy Model (MLM) to enhance motor skills and social interaction in junior high school physical education. The research was conducted at a public junior high school in Palembang, South Sumatra, Indonesia, using a Research and Development (R&D) approach adapted from the Borg and Gall framework. The development process consisted of five main stages: needs analysis, model design, expert validation, limited field testing, and large- scale implementation. Participants included 140 students aged 13–14 years and four physical education teachers. Data were collected through expert validation sheets, motor skill performance tests, social interaction questionnaires, classroom observations, and teacher reflection notes. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were examined through thematic analysis. The expert validation results indicated that the MLM was highly valid (mean score = 89.5%). Field testing demonstrated significant improvements in students’ motor skills and social interaction following the implementation of the model (p < 0.001). Students showed notable progress in movement coordination, balance, and cooperative behavior during physical activities. Teachers also reported increased student engagement, collaboration, and reflective learning. These findings suggest that the Movement Literacy Model is an effective and practical pedagogical framework for promoting holistic learning in junior high school physical education by integrating movement competence with social development.