Introduction: Schools and physical education foster physical literacy—motor competence, knowledge, understanding, motivation. Traditional games offer cultural opportunities. This study compared their effectiveness through linear, Game Sense, and Sport Education approaches in elementary students.

Methods: The study population included male students in grades three and four from schools in District 15 of Tehran during the 2023–2024 academic year. Using convenience sampling, 45 participants were randomly assigned to three equal groups. Physical literacy was assessed with the Persian version of the Canadian Assessment of Physical Literacy. The intervention comprised 16 sessions across eight weeks, featuring traditional games such as Seven Stones, Hopscotch, Tug of War, and Dodgeball (locally known as ‘Vasati’ in Iran). In the linear group, games followed fixed rules and drills; in the Game Sense group, constraints and questioning guided play; in Sport Education, teams competed formally.One-way analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used to compare the means of the groups.

Results Analysis of covariance revealed that both nonlinear approaches significantly improved overall physical literacy, motivation, confidence, and knowledge compared to the linear approach (p<0.001). No significant differences were found between the two nonlinear groups. Motor competence and daily behavior showed no significant differences across groups.

Conclusion:Learning through questioning, cognitive engagement, social interaction, and authentic game experiences proved more effective than technique-focused drills in enhancing cognitive and motivational aspects of physical literacy. Integrating traditional games within nonlinear models offers a practical strategy to enrich physical education curricula.