A071: Multidimensional Impact of Picturebooks on Preschoolers\u27 Physical Literacy via Educational Intervention

Abstract

To explore the role of picturebooks as educational interventions in promoting the development of physical literacy in preschoolers aged 3-6 years old, and to analyze effectiveness in enhancing children\u27s body perception, fundamental movement skills and awareness of healthy behaviors through content design, interactive reading and activity extension, in order to provide a theoretical basis for the practice of physical literacy in early education. Method: Using a randomized controlled experimental design, 256 preschoolers were selected and divided into an experimental group (n=128) and a control group (n=128). The experimental group conducted dynamic reading activities (e.g., movement imitation, situational play, and role-playing) based on the Movement Stories Series and Health Theme Picturebooks for 30 minutes, three times a week, while the control group conducted regular reading sessions. Physical literacy levels were assessed after the intervention using the Physical Literacy in Children Questionnaire (PL-C Quest), and inter- and intra-group differences were analyzed by independent and paired samples t-tests. (1) Before the experiment, there was no significant difference between the physical literacy levels of the children in both groups (p \u3e 0.05); (2) After the experiment, the experimental group had a highly significant difference between the physical and cognitive domains (p \u3c 0.01), and the psychological and social domains (p \u3c 0.05); the children in the control group had a significant difference only in the cognitive domain (p \u3c 0.05), and there was no significant difference in the domains (p \u3e 0.05). Picture books can effectively stimulate preschoolers\u27 interest in participating in physical activities and promote overall development of physical literacy through visualization scenes, character demonstrations, and dynamic interactive practices. It is recommended that picture books and physical activities be integrated into a structured educational program, that families and kindergartens work together to create a dynamic reading environment, and that the creation of picture books be guided to incorporate the themes of sports science and health in order to support children\u27s physical literacy development