In early childhood education, opinions and attitudes of preschool teachers on physical literacy is very important for teaching “physical literacy” term in movement education and game courses. This study aimed to assess the physical literacy levels of preschool teachers. The study was in descriptive nature and based on the survey model. Totally 140 preschool teachers, all women, participated in the study voluntarily. Data collecting tools in the study included the "Personal Information Form", which was developed by the researchers, and the "Perceived Physical Literacy Instrument", which was adapted to the Turkish samples by Munusturlar and Yıldızer (2016). After transferring the collected data to the computer environment, the study utilized parametric tests (t-test, single-factor analysis of variance (One-Way ANOVA) to analyze and interpret the data. Accordingly, the statistical analyses revealed that the literacy levels of the preschool teachers displayed no statistically significant difference in terms of variables such as age, service period, educational status, and the type of institution they work for. On the other hand, the analysis results indicated that physical literacy levels of participants differ significantly in terms of attending physical activity-exercises regularly. In other words, preschool teachers who regularly engaged in physical activities and exercises had significantly higher physical literacy levels than those preschool teachers who were sedentary.
Physical literacy, physical activity, preschool teachers