Integrated framework for holistic student development: physical literacy, nutrition, and playground design in ASEAN
DOI:
https://doi.org/10.55040/1h27s155Keywords:
physical literacy, nutrition, playground, sustainable development goals, Physical EducationAbstract
Holistic student development in ASEAN (Association of Southeast Asian Nations) educational contexts demands integrated approaches that simultaneously address physical literacy, nutrition literacy, and supportive play environments. This study aimed to develop and empirically validate an integrated physical literacy, nutrition literacy, and playground-based framework. A four-phase sequential mixed-methods design was applied, including expert consultation, document analysis, prototype development, and quantitative validation. Construct validation involved 1415 elementary students and was analyzed using descriptive statistics, correlation, regression, and structural equation modeling. Students demonstrated high levels of holistic development (M = 78.2), physical literacy (M = 76.4), creativity in play (M = 74.3), and nutrition literacy (M = 72.1), with daily physical activity showing moderate levels (M = 68.9). All predictor variables were significantly associated with holistic student development (r = 0.69–0.77, p < 0.01), with creativity in play emerging as the strongest correlate. The findings provide robust empirical support for the integrated multidimensional framework as an integrated, culturally responsive model for enhancing children’s physical, cognitive, and socio-emotional development.
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Copyright (c) 2026 Tommy Soenyoto, Adi S., Donny Wira Yudha Kusuma, Rumini, Mahenderan Appukutty, Haji Razali Mohamed Salleh, Raja Mohammed Firhad Raja Azidin, Khoiril Anam, Laily Mita Andriana (Autor/a)
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