The present study was conducted with the aim of comparing the effectiveness of interventions based on fundamental movement skills and targeted games on the physical literacy of 9-year-old female students. The research method is semi-experimental, using a pre-test and post-test design with a control group. The statistical population was female students of the third grade of elementary school in Isfahan city in the academic year 2022- 2023. For this purpose, a primary school was purposefully selected and forty-five   students of the third grade were randomly divided into three control groups, interventions based on fundamental movement skills and targeted games (n=15). All groups practiced 18 sessions of 45 minutes, the experimental groups did the planned exercises related to their group and the control group did the regular exercises of the physical education class. In the pre-test and post-test phases, the set of youth physical literacy tests and Canadian physical literacy questionnaires, second edition, were used to evaluate the subjects. Results of data analysis at a significance level of p<0.05 showed that both methods of interventions based on fundamental movement skills and targeted games lead to a significant improvement in physical competence, motivation and self-confidence, and the knowledge and understanding of participating in physical activity. In female students, it is 9 years old, and interventions based on fundamental movement skills have had a greater impact on the components of physical literacy. The findings show that interventions based on fundamental movement skills can be used to improve students' physical literacy.