The purpose of this study is to analyze the development of Physical Education (PE) materials in the odd semester teaching module for Grade VI at State Elementary School 2 North Loktabat, Banjarbaru City. The analysis is grounded in Gallahue’s theory of movement concepts, which emphasizes three fundamental aspects: effort, space, and relationship. This research employed a quantitative descriptive approach using a closed observation instrument to evaluate seven PE teaching modules. The results revealed that the space aspect demonstrated the highest level of fulfillment, with an average score of 91.79%, indicating strong representation of spatial awareness and locomotor movement planning. This was followed by the relationship aspect at 88.94%, reflecting satisfactory inclusion of peer interaction and cooperative learning elements. However, the effort aspect scored relatively lower at 78.89%, suggesting limited incorporation of movement dynamics such as force, time, and flow. A particularly significant gap was identified in the football module, which only achieved 20% fulfillment for the effort component. These findings highlight that although certain aspects of Gallahue’s framework are well represented, the effort dimension remains underdeveloped, especially in sport-specific modules. Therefore, the study underscores the importance of teacher training and curriculum enrichment to enhance the comprehensiveness and developmental alignment of PE modules. The research provides a foundational evaluation that can inform the design of more contextualized, effective, and child-centered PE teaching materials, particularly in the Indonesian elementary education context.