Motor literacy and executive functions in upper elementary school students from the province of Talca

Introduction: Motor literacy and executive functions are key components of students’ integral development, linking physical and cognitive dimensions. Evidence in Chilean school contexts remains limited. Objective: To analyze the levels of motor literacy and executive functions and to compare differences according to sex in upper elementary school students from the province of Talca. Methodology: A cross-sectional observational, descriptive, and comparative study was conducted with 103 students (67 boys and 36 girls; mean age = 12.8 ± 0.76 years). Motor literacy was assessed using the SEMOK questionnaire, and executive functions with the EFECO. Descriptive statistics and Student’s t-test for independent samples were applied, complemented by Cohen’s d effect size (p < 0.05). Results: Students showed moderate levels of motor literacy (M = 9.31 ± 4.74) and executive functions (M = 71.15 ± 39.11). Higher scores were observed in object control, initiative, and working memory. Significant differences were found only in body control (p = 0.006; d = 0.57), with girls outperforming boys. Discussion: The findings indicate intermediate development in both variables, with minimal sex differences. The advantage observed in body control among girls may be associated with sociocultural and pedagogical factors influencing motor development. Conclusions: Students presented moderate levels of motor literacy and executive functions, highlighting the need to strengthen Physical Education strategies that integrate motor and cognitive development.