A classroom-tested approach to developing physical literacy through control-first parkour progressions
What Physical Literacy Looks Like in Real Time
A 7th-grader crouches on a vault box, eyes steady on a tac-ramp. He drives, lands softly, and holds for two seconds: quiet feet, knees track, trunk stable. In the background, a girl steps up to balance on a rail. These are small, observable wins — and they are the heart of physical literacy in action.
SHAPE Spotlight
Standard 1: Develops a variety of motor skills. Across a range of grades, this looks like stable landings, accurate foot placement, balanced transitions, and controlled decelerations.
Standard 4: Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity. Students who experience early success and clear progress are more likely to value, choose, and stick with movement.
The APK Method: Control Before Complexity
In APK pedagogy, control of movement outranks height, distance, or speed. We cue quiet feet, stillness, and absorption before adding complexity. This sequence yields two compounding benefits:
1. Observable competence: learners show better balance, foot placement, and deceleration across tasks.
2. Perceived competence: learners feel capable early, which fuels motivation to practice and progress.
Why Parkour Elevates Physical Literacy in PE
Parkour accelerates physical literacy because it delivers dense, high-quality repetitions of fundamental patterns[1]– balance, precise foot placement, stable landings, and controlled deceleration – often without lines or idle time.
Progressions on APK equipment (Precision Sticks™, Zee Rail™, Lava Rocks™) make the environment predictable and scalable, so teachers can cue quiet feet, two-second still holds, and gentle, controlled touch-downs before adding height, speed, or distance[2]. That control-first sequence yields observable competence (students actually stick landings, track knees, and hit targets) and perceived competence (they feel capable early), which SHAPE America Standard 4 (2024) ties directly to choosing and valuing movement and Standard 1 (2024) connects to demonstrating varied motor skills.
Because obstacles can be adjusted for height, distance, and sequence in seconds, you get natural task variety without changing the learning goal – a key driver of adaptable motor patterns[1]. Classes stay inclusive: the same task scales for different abilities by adjusting target distance or rail height, not by splitting the class. Students also experience autonomy and creativity safely: there is more than one correct solution, but all solutions still demand control. The result is a room full of kids who are moving more, succeeding more often, and choosing to re-try — exactly what keeps them in PE and moving outside of class[3].
Bottom line: Parkour gives teachers a repeatable method to teach control before complexity on dedicated equipment, document progress quickly, and build the competence-confidence loop that sits at the heart of physical literacy.
References
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Caballero, C. et al. (2024). Applying different levels of practice variability for motor learning. Link.
See also: Invernizzi, P. L., et al. (2022). Varied practice in PE and transferable outcomes. Link.
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Kernozek, T. W., et al. (2021). Post-trial feedback alters landing performance in adolescent female athletes. Link.
Related: Root, H. J., et al. (2015). Immediate effects of instruction on jump-landing technique. Link.
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Teixeira, P. J., Carraca, E. V., et al. (2012). Exercise, physical activity, and self-determination theory. Link.
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Standards reference: SHAPE America. (2024). New National Physical Education Standards.
Web page.
For grade-span detail: Educator Kit (PDF).
Download.
Resources and Next Steps
- For Teachers: Explore our School Parkour Programs for lesson plans and equipment.
- For Coaches: Check out our Instructor Certifications
- For practitioners: See our Getting Started in Parkour Guide
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