CULTURAL ANTHROPOLOGICAL FACTORS IN ELEMENTARY SCHOOL STUDENTS' PHYSICAL LITERACY IN THE DIGITAL ERA

Abstract

Currently, children's physical literacy faces a crucial problem due to increasing sedentary behavior caused by excessive gadget use, limited play spaces in urban areas, and sports learning that hasn't fully motivated children to move. This situation contributes to a higher risk of an inactive lifestyle, which affects children's physical, social, and emotional health. Previous research on physical literacy has generally focused on biological, pedagogical, and health aspects, such as fitness and the effectiveness of learning. However, studies from a cultural anthropology perspective that examine the meaning of the body, movement, and play within the context of family values, school culture, and children's daily practices are still limited. To fill this gap, this study explores the factors influencing physical literacy in elementary school students from a cultural anthropological perspective using a qualitative approach with students and parents in urban areas. The findings show that physical literacy is a socio-cultural construct influenced by academic pressure, digitalization, and space limitations. This study emphasizes the importance of contextual and culturally sensitive physical education in urban communities.

Keywords: Cultural Anthropology; Physical Literacy; Elementary School.