Beyond Physical Activity: Lived Experiences of Elementary Learners in Developing Physical Literacy through MAPEH at San Andres Elementary School

Authors

  • Dr. Argy B. De Guzman Northeastern College Author

DOI:

https://doi.org/10.64358/6e4s8130

Keywords:

physical literacy, MAPEH, elementary learners, physical education, phenomenology, learner experiences, holistic development, active living

Abstract

Physical literacy has emerged as a holistic educational outcome that extends beyond the acquisition of motor skills and participation in physical activities. It encompasses learners' motivation, confidence, physical competence, knowledge, and understanding that enable lifelong engagement in healthy and active lifestyles. Within the Philippine basic education curriculum, Music, Arts, Physical Education, and Health (MAPEH) plays a significant role in cultivating physical literacy by integrating movement education, health awareness, creative expression, and values formation. However, despite growing international recognition of physical literacy, limited qualitative research has explored how elementary learners experience its development through MAPEH instruction, particularly within Philippine public elementary schools. This study explored the lived experiences of elementary learners in developing physical literacy through MAPEH at San Andres Elementary School. Employing a transcendental phenomenological research design, twelve (12) purposively selected elementary learners participated in in-depth semi-structured interviews. Data were analyzed using Colaizzi's Seven-Step Phenomenological Method. Five major themes emerged: (1) Discovering Confidence through Movement and Physical Activities; (2) Developing Physical Competence through Meaningful Learning Experiences; (3) Building Healthy Habits through Holistic MAPEH Instruction; (4) Strengthening Social Relationships through Collaborative Participation; and (5) Fostering Lifelong Appreciation for Active Living and Well-being. The findings revealed that MAPEH contributed significantly to learners' physical, cognitive, emotional, and social development by promoting confidence, competence, teamwork, healthy behaviors, and intrinsic motivation toward lifelong physical activity. The study recommends strengthening learner-centered MAPEH pedagogies, physical literacy-focused curriculum implementation, teacher professional development, and school-community partnerships to sustain holistic learner development.

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Published

2026-08-30

Issue

Vol. 2 No. 3 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles