Comparative Analysis of Physical Literacy in Korean and Chinese Middle School Students

초록

The purpose of this study was to compare and analyze the differences in physical literacy levels among adolescents in Korea and China who are receiving different physical education curricula. The participants of study consisted of 1,150 students (Korea: 608 and China : 542) from five public middle schools in D Metropolitan City, Korea and four public middle schools in Jiangxi, China. The Korean and Chinese Perceived Physical Literacy Instrument (PPLI) scales for this study were completed through translation, reverse translation, and content review by expert groups. For data analysis, descriptive statistics, t-tests, confirmatory factor analysis (CFA), univariate analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA) were performed, using SPSS 27 and AMOS 27 statistical programs. The results showed that first, the average value of the total physical literacy score was 3.56 and the average value of knowledge and understanding (3.94) was the highest among the three sub-factors. Second, the results of the CFA and the PPLI scales in both the Korean and Chinese contexts demonstrated an appropriate model fit. Additionally, the Korean PPLI scale showed a reliability of .863, while the Chinese PPLI scale exhibited a reliability of .773, indicating a high level of consistency for both scales. Third, in the comparison of physical literacy levels between adolescents in both countries, Korean adolescents achieved higher scores than Chinese adolescents, and males overall performed better than females. Forth, according to the analysis results on the impact of country, gender, and their interaction on the physical literacy of adolescents in both countries, significant effects were found for country (Pillais’ trace = .062, F = 25.403, p < .001, η2 = .062) and gender (Pillais’ trace = .029, F = 11.294, p < .001, η2 = .029), but the interaction was not statistically significant (Pillais’ trace = .006, F = 2.489, p < .059, η2 = .006). These research findings may stem from differences in the emphasis on core competencies in physical education, necessitating further research, particularly with a larger sample size, to investigate the impact of core competencies on the development of physical literacy and its related factors.

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