The World Health Organization recommends that children and adolescents aged 5‐17 should engage in at least 60 minutes of moderate to vigorous intensity physical activity a day. Physical activity is defined as bodily movement performed by skeletal muscles that demand energy expenditure. The physical benefits of this include musculoskeletal and cardiovascular health, a healthy body weight and neuromuscular awareness, for coordination and controlling movement. The psychological benefits include managing anxiety and building self‐esteem, which are both important for children’s psycho‐social development (1).

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by deficits in social communication, interaction, and stereotypical behaviours. Children with ASD have not enough opportunities to participate in physical activity (PA), which lead to increase fitness and health problem. The aim of this study was to compare two programs on motor skills. In the current investigation, 30 high functioning autistic children were diagnosed by a psychiatrist and randomly divided into control and experimental groups. The evaluation tools included the Brininx-Oresetsky Test (BOT) and a program named “I can have physical literacy” (ICPL) and Sport, Play, and Active Recreation for Kids (SPARK). The experimental intervention groups received sixteen sessions of 60 min, while the control group did not receive any treatment. Analysis of covariance was used to determine the difference between the groups. Post-hoc test was used to compare pairs of groups. Results showed that the experimental ICPL and Spark groups had increased motor skills (MS). There were significant differences between groups on gross motor skills. There were significant differences between the control and experimental ICPL groups, and between the experimental Spark and experimental ICPL groups. Both of these programs increased MS. ICPL program that address the characteristics of children with ASD, have a positive effect on their MS.

Children with autism spectrum disorder (ASD) who have problems such as inactivity and the lack of communication need interventions that enable them to participate in society just like their peers. The purpose of this study was to investigate ‘I can have physical literacy’ programme (ICPL) on physical literacy (PL) in children with ASD. This study was a quasi-experimental study with the pre-test, post-test design, and control group. The intervention programme was based on ICPL and the Canadian assessment of physical literacy (CAPL). The results showed that physical competence (p=.005), daily behaviour (p=.003), motivation and confidence (p=.005), knowledge (p=.001), and PL (p=.005). The intervention is based on the PL effect on physical competence to engage in physical activity (PA), and also embraces more than the body and development of physical skills which includes other factors.

Introduction: Physical literacy is crucial for promoting lifelong engagement in physical activity. In response to rising childhood inactivity, this study explores the impact of traditional children's games on physical literacy within a school context. Methods: A quasi-experimental design was applied involving 60 students (aged 11–12) from two schools in Trabzon, Turkey. The experimental group participated in an 8-week program of culturally-rooted traditional games. The control group followed standard physical education activities. Pre- and post-test data were collected using a validated Physical Literacy Scale. Results: Statistical analyses indicated significant improvements ( p < .001) in all four domains of physical literacy—physical, psychological, social, and cognitive—in the experimental group compared to the control group. Discussion: Traditional games are shown to be inclusive, culturally relevant, and effective pedagogical tools for improving physical literacy in school-aged children. Their integration into school curricula is supported as a cost-effective and holistic educational strategy.

Traditional games are one of the cultural heritages of our ancestors that have existed since ancient times and have been passed down through generations via oral, auditory, or visual means to the younger generation. These games involve gross and fine motor skills that are performed in groups and include various types such as ball games, jumping games, and running games that require physical movement and activity. These games are enjoyable and challenging physical activities that can serve as a way to entertain, relax, and strengthen useful physical factors. Through playing, children gain learning experiences that include cognitive, linguistic, social, emotional, and physical aspects, which encompass a concept called physical literacy. Physical literacy is a capacity within humans that can grow and develop into abilities. Individuals with physical literacy move with skill and confidence across a wide range of physical activities in various environments, which is useful for the overall growth of the individual. Research results indicate that indigenous-local games can have significant positive effects on physical literacy and its components and can be used as one of the methods to increase individuals' physical literacy. These games can improve fundamental motor skills, movement proficiency, and coordination and interaction abilities between individuals. Additionally, these games can also improve motivation, self-confidence, knowledge, and understanding. This research can be the first step in investigating traditional games. We are looking to continue this research and investigate the impact of these games on physical literacy.