Abstract：
The concept of physical literacy (PL) has been advocated as a crucial determinant for increasing the quality and quantity of movement and physical activity (PA). Children\'s PL has been rarely compared across countries, although it has shown low levels in many countries. This study aimed to explore and compare children\'s PL from China and Greece.
A total of 327 Chinese (47.1% boys) and 295 Greek children (48.1% boys) aged 8 to 12 years participated in this study. Children\'s PL was objectively assessed by the Chinese and Greek version of the Canadian Assessment of Physical Literacy, 2nd edition, which consists of four domains: Daily Behavior, Physical Competence, Motivation and Confidence, and Knowledge. and Understanding. Univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) on total PL and domain scores were conducted in both countries, respectively.
MANOVA revealed significant differences in total PL and distribution scores between two countries (Pillais\' trace = 0.260, F = 53.855, p < 0.001, η2 = 0.260), with Greek children scoring better than Chinese. Nevertheless, most children failed to present an adequate PL level as they were mostly in the \"progressing\" stage. The chi-square denoted that the distribution of Chinese and Greek participants across the CAPL-2 interpretive categories was statistically different for total PL (χ2 [3] = 18.726, p < 0.001, Cramer\'s V = 0.174), with more Greek children being classified as \"achieving\" and \"excelling\".
The variance between Chinese and Greek children may be attributed to cultural differences in the context of PA, such as PE policies and settings. The relatively low level of PL shown in both countries echoes the global trend of the declining PA among children, with an increasing amount of their time spent in a sedentary lifestyle. These findings highlight the need to consider children\'s cultural factors and pedagogical strategies in terms of developing their PL. Future research is required to explore the impact of cultural background on PL development among children and appropriate strategies to migrate their influence.
A total of 327 Chinese (47.1% boys) and 295 Greek children (48.1% boys) aged 8 to 12 years participated in this study. Children\'s PL was objectively assessed by the Chinese and Greek version of the Canadian Assessment of Physical Literacy, 2nd edition, which consists of four domains: Daily Behavior, Physical Competence, Motivation and Confidence, and Knowledge. and Understanding. Univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) on total PL and domain scores were conducted in both countries, respectively.
MANOVA revealed significant differences in total PL and distribution scores between two countries (Pillais\' trace = 0.260, F = 53.855, p < 0.001, η2 = 0.260), with Greek children scoring better than Chinese. Nevertheless, most children failed to present an adequate PL level as they were mostly in the \"progressing\" stage. The chi-square denoted that the distribution of Chinese and Greek participants across the CAPL-2 interpretive categories was statistically different for total PL (χ2 [3] = 18.726, p < 0.001, Cramer\'s V = 0.174), with more Greek children being classified as \"achieving\" and \"excelling\".
The variance between Chinese and Greek children may be attributed to cultural differences in the context of PA, such as PE policies and settings. The relatively low level of PL shown in both countries echoes the global trend of the declining PA among children, with an increasing amount of their time spent in a sedentary lifestyle. These findings highlight the need to consider children\'s cultural factors and pedagogical strategies in terms of developing their PL. Future research is required to explore the impact of cultural background on PL development among children and appropriate strategies to migrate their influence.
摘要：
体育素养（PL）的概念已被提倡为提高运动和体育活动（PA）的质量和数量的关键决定因素。儿童的PL很少在各个国家进行比较，尽管它在许多国家表现出低水平。本研究旨在探讨和比较中国和希腊儿童的PL。
共有327名中国人（47.1％的男孩）和295名希腊儿童（48.1％的男孩）参加了这项研究，年龄在8至12岁之间。中国和希腊版的加拿大体育素养评估客观地评估了儿童的PL，第二版,它由四个领域组成：日常行为，身体能力,动机和信心,和知识。和理解。在这两个国家对总PL和领域得分进行了单变量协方差分析（ANCOVA）和多变量协方差分析（MANCOVA）。分别。
MANOVA揭示了两个国家之间总PL和分布得分的显着差异（Pillais\'trace=0.260，F=53.855，p<0.001，η2=0.260），希腊孩子的得分比中国好。然而，大多数儿童未能表现出足够的PL水平，因为他们大多处于“进步”阶段。卡方表示，中国和希腊参与者在CAPL-2解释类别中的分布在总PL中具有统计学差异（χ2[3]=18.726，p<0.001，Cramer\sV=0.174），更多的希腊儿童被归类为“成就”和“优秀”。
中国和希腊儿童之间的差异可能归因于PA背景下的文化差异，例如PE策略和设置。这两个国家的PL水平相对较低，这与全球儿童PA下降的趋势相呼应。随着他们久坐不动的生活方式的时间越来越多。这些发现强调了在发展儿童的PL方面需要考虑儿童的文化因素和教学策略。未来的研究需要探索文化背景对儿童PL发展的影响以及适当的策略来迁移他们的影响。
共有327名中国人（47.1％的男孩）和295名希腊儿童（48.1％的男孩）参加了这项研究，年龄在8至12岁之间。中国和希腊版的加拿大体育素养评估客观地评估了儿童的PL，第二版,它由四个领域组成：日常行为，身体能力,动机和信心,和知识。和理解。在这两个国家对总PL和领域得分进行了单变量协方差分析（ANCOVA）和多变量协方差分析（MANCOVA）。分别。
MANOVA揭示了两个国家之间总PL和分布得分的显着差异（Pillais\'trace=0.260，F=53.855，p<0.001，η2=0.260），希腊孩子的得分比中国好。然而，大多数儿童未能表现出足够的PL水平，因为他们大多处于“进步”阶段。卡方表示，中国和希腊参与者在CAPL-2解释类别中的分布在总PL中具有统计学差异（χ2[3]=18.726，p<0.001，Cramer\sV=0.174），更多的希腊儿童被归类为“成就”和“优秀”。
中国和希腊儿童之间的差异可能归因于PA背景下的文化差异，例如PE策略和设置。这两个国家的PL水平相对较低，这与全球儿童PA下降的趋势相呼应。随着他们久坐不动的生活方式的时间越来越多。这些发现强调了在发展儿童的PL方面需要考虑儿童的文化因素和教学策略。未来的研究需要探索文化背景对儿童PL发展的影响以及适当的策略来迁移他们的影响。
