Objectives. This study examined the levels of data literacy (DL) and computational thinking (CT) skills among secondary science teachers, the extent of their integration into science instruction, and the relationships between these competencies and instructional integration. Materials and methods. Using a descriptive-correlational design, 53 secondary science teachers in Masbate, Philippines, completed three researcher-developed Likert-type instruments measuring DL, CT, and DL-CT integration into science instruction. Data were analyzed using means and standard deviations, the Wilcoxon Signed-Rank Test, and Spearman rank-order correlation. Results. Teachers rated themselves Proficient in both DL (M = 3.92, SD = 0.63) and CT (M = 3.84, SD = 0.64), with a statistically significant difference between the two, W = 288.00, p = .040, r = .28. Teachers reported a Highly Integrated level of DL-CT instructional integration (M = 3.90, SD = 0.82). Spearman correlations revealed strong positive associations of both DL (rs = .740) and CT (rs = .757) with integration, both p < .001, with algorithmic thinking emerging as the single strongest correlate (rs = .785). Conclusion. Secondary science teachers demonstrated proficient but uneven data literacy and computational thinking skills, with abstraction and access to computational tools emerging as relative weaknesses. Both competencies played a substantial and complementary role in supporting integrated science instruction, and targeted professional development addressing these weaker areas is recommended.
Purpose. To substantiate motor function as a functional system underlying the development of human motor activity, to determine the place of fundamental movement skills within its structure, and to develop a conceptual model of motor function development. Material and Methods. The study was theoretical and methodological in nature and was conducted as a conceptual narrative review. The methodological foundation was based on conceptual analysis and knowledge synthesis. The materials included classical and contemporary scholarly works addressing motor function, motor control, motor development, motor learning, and fundamental movement skills. Historical-logical analysis, content analysis of scientific sources, comparative analysis, systems analysis, and conceptual modeling were employed. Results. Motor function was conceptualized as an integrative functional system formed through the interaction of motor abilities, motor control mechanisms, sensory support systems, and motor experience. Motor control was identified as the central component of motor function, with its development progressing from the accurate reproduction of movement parameters to the differentiation of spatial, temporal, and force characteristics of movement actions. Fundamental movement skills were interpreted not as the foundation of motor development but as a form of motor function development and a mechanism for the accumulation of motor experience. A conceptual model of motor function development and a functional classification of fundamental movement skills were proposed, comprising stabilization, spatial orientation, temporal organization of movement, motor control, and adaptation. Programming was substantiated as the mechanism for the purposeful development of motor function. Conclusions. Motor function represents the system-forming construct of motor development, integrating motor abilities, motor control mechanisms, sensory support systems, and motor experience in the process of solving motor tasks. Fundamental movement skills should be interpreted as a form of motor function development, whereas programming serves as the mechanism for its purposeful formation. The proposed framework expands the explanatory potential of contemporary Fundamental Movement Skills, Motor Competence, and Physical Literacy approaches.
Background. In archery, the final phase of the shot (release) is traditionally considered a controllable action. However, high-level performance indicates that attempts to consciously control this phase reduce stability and are associated with disruptions such as target panic. This creates a contradiction between the conventional interpretation of release as a controlled action and the actual mechanisms underlying effective performance. Objectives. To develop a conceptual model of motor skill formation in archery that explains the emergence of release as an automated event, defines the conditions for stable shot execution, and identifies the mechanisms underlying skill disruption. Materials and Methods. The study has a conceptual and theoretical character and is based on the analysis and synthesis of scientific and methodological literature in sport theory, motor learning, and movement psychology, as well as on the generalization of practical coaching experience in archery. A systems approach to movement analysis and conceptual modeling methods were applied. Results. The shooting action is interpreted as an integrated functional system in which performance stability depends on the coordination of subsystems rather than the accuracy of individual elements. Two subsystems are identified: the aiming system and the execution system, whose functional separation is essential for stability. Release is not considered a discrete controlled action but emerges as an automated event when the execution system reaches a critical functional state. Skill disruption is explained as a transition from a program-based to a reactive mode of action due to conscious interference in the final phase. Follow-through is defined as a stabilizing phase that ensures the formation of sensorimotor feedback. Conclusions. Shot stability is ensured by preserving the integrity of the motor program and maintaining the functional separation between aiming and execution systems. Release serves as an indicator of a correctly organized action rather than an object of control. Skill disruption is associated with a shift to a reactive mode of organization. The proposed model generalizes the principles of the Ukrainian school of archery and provides a framework for application in other complex coordination activities.
Objectives. This quasi-experimental study aimed to evaluate the effectiveness of the Healthy Lifestyle Program (HLP), integrated into regular physical education classes, in enhancing physical literacy and physical fitness among junior high school students aged 13–14, while addressing sedentary behaviors associated with high screen time and limited outdoor play. Materials and Methods. Seventy-two eligible students (mean age = 13.6 ± 0.4 years; 19 males and 17 females per group) were allocated to an experimental group (EXP; n = 36) or a control group (CON; n = 36) using a non-random assignment based on intact classes, consistent with a quasi-experimental design. The EXP group participated in the HLP, which consisted of weekly 80-minute sessions incorporating warm-up activities, motor skill activation, fitness circuits, small-sided games, classroom active breaks, and home-based physical activity assignments at a target intensity of Borg RPE 12–14, complemented by weekly healthy lifestyle education. The CON group followed the standard physical education curriculum. Physical literacy was assessed using the Indonesian-adapted Adolescent Physical Literacy Questionnaire (APLQ; Cronbach’s α = 0.951), and physical fitness was measured using the Indonesian Physical Fitness Test (TKJI; validity = 0.720; reliability = 0.920). Inter-rater reliability was high (APLQ ICC = 0.82; TKJI ICC = 0.88). Program content validity was confirmed using Aiken’s V (0.94). Data were analyzed using descriptive statistics, Shapiro–Wilk tests for normality, Levene’s tests for homogeneity, and MANOVA with partial η² effect sizes. Results. Baseline scores were comparable between groups. The EXP group demonstrated substantial improvements in physical literacy (gain = 24.75 ± 14.52) and physical fitness (gain = 6.94 ± 2.51), whereas the CON group showed minimal change (physical literacy gain = −0.44 ± 2.18; physical fitness gain = 0.08 ± 0.60). MANOVA revealed a significant multivariate effect (Wilks’ Λ = 0.180, p < 0.001), with large effect sizes for both physical literacy (η² = 0.602) and physical fitness (η² = 0.785). All statistical assumptions were met. Conclusions. The Healthy Lifestyle Program significantly improved physical literacy and physical fitness among early adolescents. These findings support the integration of educationally grounded, multicomponent lifestyle programs into school curricula, such as Kurikulum Merdeka, to address sedentariness using accessible and contextually appropriate resources. Future research should examine longer intervention durations and more diverse socioeconomic contexts.
Objectives. This study aimed to examine and compare the effectiveness of two basketball instructional approaches – Team Games Tournament (TGT) and Problem-Based Learning (PBL) – in enhancing motivation and critical thinking among students aged 15–18. Materials and Methods. The sample included 100 students (50 males and 50 females). A true experimental pretest–posttest control group design was used. Following initial skill-based screening, students were randomly assigned to either the TGT or PBL intervention group. Both programs were implemented over eight weeks (24 sessions). Instruments included a basketball skills test for participant selection, the Sport Motivation Scale II (SMS-II), and a dedicated instrument for assessing critical thinking. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS 27. Results. MANCOVA indicated no statistically significant multivariate differences between TGT and PBL on combined posttest motivation and critical thinking scores after adjustment for pretest values (F = 0.758, p = 0.471). Pretest motivation (F = 3.604, p = 0.031) and pretest critical thinking (F = 3.281, p = 0.042) were significant covariates. Subsequent univariate analyses also revealed no significant group differences for posttest motivation (F = 1.071, p = 0.303) or critical thinking (F = 0.460, p = 0.499). Conclusions. Both instructional approaches effectively supported students’ motivation and critical thinking, with neither demonstrating statistical superiority. Future research should include a control group and explore potential moderating variables such as gender.
