Abstract

This study investigated expert perspectives on the challenges, essential needs, and expectations related to developing an instructional model that integrates Fundamental Movement Skills (FMS) with Motor Learning Theory to enhance Higher-Order Thinking Skills (HOTS) among children aged 10–12 years. Using a qualitative exploratory design, in-depth interviews were conducted with 15 experts across six domains: movement development, motor learning, higher-order thinking, child activity, elementary education, and teaching practice. Thematic analysis revealed three central findings. First, current FMS instruction is limited by unstructured pedagogical practices, insufficient teacher knowledge of motor learning principles, and constrained school environments. Second, experts underscored the need for a clear and practical framework that embeds cognitive challenge within movement activities and is supported by targeted professional development. Third, the proposed model should be playful, developmentally appropriate, adaptable to diverse school contexts, and capable of supporting gains in both motor competence and HOTS. These insights provide a foundation for creating an evidence-informed instructional model that promotes integrated motor–cognitive development and elevates the quality of physical education in contemporary school settings.

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