Learning rhythmic motion at the elementary school level has a level of difficulty that requires appropriate learning in order to achieve the desired goals. This can cause obstacles in the implementation of physical education learning therefore, a physical education teacher must master rhythmic activities to meet curriculum needs. This study aims to determine the literacy level of elementary school physical education teachers in learning rhythmic activities with indicators of the cognitive domain, the motor competence domain, the balance movement ability, the control domain, and the environmental domain. The subjects of this study were 52 physical education teachers in Yogyakarta, Indonesia. The method used in this study is descriptive, namely by describing the percentage of literacy levels. The results showed that literacy comprehension of rhythmic activities in the cognitive domain was at 53% high category, motor competence at 42% medium category, balance movement ability at 39% medium category, and control object at 55%. It can be inferred that physical education teachers in Yogyakarta, Indonesia require improvement in their motor competence and balance movement abilities in order to enhance their physical literacy in rhythmic activities. It is imperative to take measures to enhance the quality of teaching and learning of rhythmic activity material.