The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed.

The purpose of this study is to examine the reliability and validity of "Perceived Physical Literacy Instrument" (PPLI) questionnaire in adolescents. Based on physical literacy literature, a 9-item instrument was developed for initial tests. The self-report measure was administered to 1945 adolescents in Hong Kong. Confirmatory factor analysis (CFA) was used to examine a three-factor structure of physical literacy. A chi-square difference test analysed several competing models and compared the results between the proposed models (i.e., a three-factor solution) and other alternative models (i.e., a one-factor or two-factor solution). Furthermore, the measurement invariance across gender groups was examined by using multiple-group confirmatory factor analysis. Mean scores for physical literacy factors were also examined by demographic characteristics. Confirmatory factor analysis (CFA) showed that the construct demonstrated a good fit to the model. For convergent validity, our results, evaluating the factor loading of each items, the values of composite reliability (CR) and the average variance extracted (AVE) of the three factors, revealed that the three-factor validity of physical literacy was satisfactory. The chi-square difference test between models was significant indicating that all the latent variables had satisfactory discriminant validity. Moreover, the findings of measurement invariance showed that the PPLI is invariant across gender. The PPLI thus appeared to be reliable and valid as a measure of the perceived physical literacy of adolescents. Thus, along with other validated instruments, protocols and research designs, the PPLI could be widely used to test adolescents' self-perception of physical literacy and their own physical and mental health conditions and thereby health. Physical education professionals may thus recommend appropriate intervention programmes for younger generations.

Purpose: This study examined the relationships between service encounter, perceived value, and repurchase intention in the fitness service sector through the theoretical lens of service-dominant logic. In addition, the mediating role of perceived value and the moderating role of service innovativeness were examined.Design/methodology/approach: Participants (n = 806) were drawn from fitness center customers in Taiwan using a convenience sampling technique. Partial least square structural equation modeling was used to test the hypotheses in the research model.Findings: The results showed that service encounter had a positive impact on perceived value, which in turn affected repurchase intention. Moreover, the full mediating effect of perceived value was identified in the relationship between service encounter and repurchase intention. In addition, service innovativeness positively moderated the effect of service encounter on repurchase intention.Originality/value: This study provides empirical evidence on the impact of staff-customer interactions (i.e. service encounter) on customers' perceptions and behaviors and identifies the critical role of perceived value as a mediating mechanism as well as a facilitating role of service innovativeness in enhancing repurchase intention.

The definition of physical literacy (PL) needs to be explored by researchers from educational, public health, and sports organisations in Chinese culture; an adequate definition and theoretical framework of PL can then be embraced within different contexts and according to cultural influences. This meta-narrative synthesis of literature in this area included a series of planning, search, mapping, appraisal, synthesis, and recommendation phases. The literature was translated into English and circulated among international experts to seek suggestions. A total of 74 articles were included in the PL definition synthesis and 28 were included for philosophical synthesis in this study. Based on three rounds of discussions, the final agreement was reached among panel members regarding the defining statements and practical and theoretical models of PL in Chinese culture. According to consensus, PL is the integration of physical, perceptual, cognitive, psychological, and behavioural capabilities, echoing with the need for an active, healthy, and fulfilling lifestyle, which involves continuous positive interactions with the environment and embodied engagement in physical activities for life. The framework addressed five domains (physical, sensory-perceptual, cognitive, psychological, and behavioural) and one important overlapping factor (dynamic environment). A further explanation was provided in the defining statement to assist in understanding the concept. It is suggested that the cultural interpretation and historical background of PL in Chinese discourse should be addressed and respected. The development of a specific cultural definition statement of PL in one country could provide implications for PL researchers worldwide.

The literature has discussed the potential for nurturing, integrating, and optimizing physical literacy to thereby enhance quality of life. Progression could be made through the disposition of acquiring movements and engaging in physical activity, but data supporting such an argument remains limited. This cross-sectional study attempted to empirically investigate these two variables by assessing the levels of motivation and satisfaction among university students in Taiwan. The hypothesis posited a positive correlation between physical literacy and quality of life, with the mediating effects of motivation and satisfaction taken into consideration. By applying the time segregation method, participants were asked to complete a set of questionnaires at the beginning and the end of the first semester during the 2021 – 2022 academic year. The initial phase involved gathering demographic information and assessing the perceived physical literacy score. The scores for motivation, satisfaction, and quality of life were measured in the subsequent phase. SmartPLS version 3.3 was used to conduct data analysis. After ratifying the model's goodness-of-fit, partial least squares structural equation modeling was used to test the hypotheses in the research model. A total of 388 students (male n = 320, female n = 68; mean age: 18.5 years) participated in this study. Moderate explanatory power was found in the relationships of perceived physical literacy to physical education satisfaction (β_{PPLI → PES} = 0.137, t = 6.439, R² = 0.642) and motivation (β_{PPLIA → SIMS} = 0.511, t = 32.701, R² = 0.607). Results then indicated that motivation is the mediator of the relationship between physical literacy and physical education satisfaction (β_{PPLI → SIMS → PES} = 0.373, t = 4.015). Furthermore, this satisfaction mediated the relationship between physical literacy and quality of life (β_{PPLI → PES → QoLS} = 0.070, t = 4.47). This study connected theoretical knowledge regarding physical literacy with practice, suggesting that ongoing physical education may nurture the habit of lifelong participation in physical activity, thus further improving quality of life.

Previous research has encouraged a cultural specific framework to be developed through research in Asian countries, such as China, to help internationalize the findings and help athletes to adapt them to their society and culture. Based on a socioecological framework, this study investigated how social-ecological determinants affect elite student athletes’ (ESA) experience of the socialization process of dual career development in Hong Kong and Taiwan. We interviewed eight ESAs who trained at the national level, studying simultaneously at universities in Hong Kong and Taiwan. Grounded theory techniques and procedures were used to analyze the data. Results revealed that ESAs are affected by interrelated determinants at different levels: individual (career aims, identities, roles, characters, self-efficacy, and motivation), micro-level (coaches, teammates, parents, siblings, physical education [PE] teachers, other teachers, alumni, seniors, and classmates), meso-level (interrelations between individual and micro-level), exo-level (government, financial, policy, academic, medical, and parent–teacher association), macro-level (attitudes, norms, values, beliefs, resources, and culture), and chrono-level (transition).