Integrating Movement Games to Enhance Physical Literacy and Vestibular Stability in Early Primary Education

This chapter presents a school-based quasi-experimental evaluation of an 8-week movement-games programme aimed at improving physical literacy and vestibular stability among early primary pupils (ages 6–9) in the Mekong Delta. Compared with a parallel control group following the standard curriculum, intervention classes demonstrated significantly greater short-term gains in aerobic endurance, speed/agility, muscular strength, explosive power, core endurance, and a vestibular benchmark (bench-turns), with effect sizes of practical relevance on key outcomes. The programme is feasible and low-resource, making it suitable for wider classroom adoption. Limitations include non-random allocation, constrained regional sampling, incomplete long-term follow-up, and the need for fuller reporting of multilevel clustering and fidelity. The authors recommend randomized cluster trials, rigorous fidelity monitoring, and longitudinal assessment to verify causality and retention.