In recent years, physical literacy has attracted international attention and due to its relevance to education and sports policy, much investment has been made in this model in different countries. Despite the importance of the issue of physical literacy, since this concept is in the early stages, there are still no precise instrument for evaluating it at different ages and between different groups. The aim of this study was to determine the validity and reliability of the Persian version of the Perceived Physical Literacy Instrument (PPLI) in physical education teachers. For this purpose, 208 male and female physical education teachers with an age range of 20 to 66 years completed questionnaire. First, the translation of the Persian version of the questionnaire was confirmed using the open translation method and then to determine the construct validity of the questionnaire, confirmatory factor analysis based on structural equation modeling and to determine internal consistency, Cronbach's alpha coefficient was used. Also, for time reliability of the questions, intra-class correlation with test-retest method was used. The results showed that the good fit index and the comparative fit index are higher than 0/9. Cronbach's alpha coefficient for perceived physical literacy and its dimensions above 0.7 (acceptable index value) were obtained. Based on the results, the Persian version of the Perceived Physical Literacy Instrument (PPLI) in physical education teachers has a constructive validity and internal and temporal reliability and can be used as a valid and reliable tool to assess the physical literacy of physical education teachers.

Considering the well-known importance of physical activity in determining the health level of people, especially children and teenagers, identifying factors predicting the level of physical activity can be effective in providing effective strategies to improve the health of this group. Therefore, the present study was conducted to identify the role of perceived physical literacy level with the mediating role of cognitive abilities in predicting the amount of physical activity of adolescent girls.

This descriptive correlational study was conducted on 484 girls aged 12-18 years who were selected by random sampling from the students of schools in Semnan, Iran, in the academic year 2021-2022. Perceived Physical Literacy Questionnaire, International Physical Activity Questionnaire-Short Version, and Cognitive Abilities Questionnaire were used to collect data. Data analysis was done using Amos and SPSS (version 26) software.

The results showed that the path of perceived physical literacy to cognitive ability, the path of cognitive ability to physical activity, and the direct path of perceived physical literacy to physical activity are statistically significant (P<0.01). According to the proposed research model, the mediating effect of cognitive ability in the relationship between perceived physical literacy and physical activity is significant.

The results of the present study showed that increasing the level of perceived physical literacy of adolescent girls and increasing their cognitive ability can lead to an increase in their participation in physical activities.

This study investigated the the role of media consumption on physical activity based on health pattern and perceived physical literacy in Iranian students. The method of this research was descriptive correlation with Structural Equation Method. The statistical population of this study consisted of all students aged 11-19 years in the whole country that 384 students were selected as statistical sample by cluster random sampling method. Three media consumption and Perceived Physical Literacy Questionnaires (PPLI) of Raymond Sun et al. (2018) and physical activity based on health pattern were used to collect the research data. The formal and content validity of the questionnaires were confirmed and their reliability was obtained using Cronbach's alpha method 0.934, 0.970 and 0.834. For data analyzing by SPSS software and Amos software of Kolmogorov-Smirnov test, Pearson correlation coefficient and structural equation modeling were used. The results showed that media consumption had a positive and significant effect (P=0.001) on knowledge and understanding, communication with others and students' self-confidence. The results showed that media consumption had a positive and significant effect on Physical Activity Staging وExercise and Exercise self efficacy and Exercise Barriers. Therefore, it can be said that media consumption improves the level of physical activity based on students' health patterns and physical literacy So, it is recommended that the media, especially sports media, pay special attention to children in their programs.

Physical literacy has been widely considered by researchers in recent years, but there are limited tools for measuring it, and have not been reported a reliable tools for measuring physical literacy in Iran yet.

This study was done to investigate the psychometric properties of Sam (2016) Perceived Physical Literacy Instrument (PPLI).

The method of this research was descriptive and the study population were high school students in Tehran in 2019-2020 who were selected through multi-stage cluster sampling from different parts of Tehran. The sample size of the study was 836 adolescents aged 12-18 years. The translation process of the questionnaire was done forward-backward, then the content validity of the questionnaire was performed using the opinions of 10 sports science experts. After distributing the questionnaire in the data sample, it was tested in the assumed three-factor model of Sam (2016). Also, to assess the reliability of the instrument, the questionnaire was re-assessed in 30 subjects after 11 days. Data were analyzed using confirmatory factor analysis test, Cronbachchr('39')s alpha and Pearson correlation coefficients.

The results of confirmatory factor analysis showed that CFI, NFI, GFI, IFI (> 0/9), PCFI, PNFI (> 0/8) and AGFI (> 0/5) indices has optimal fit of the model and the three-factor model was approved. Also, the instrument had good internal consistency and reliability of test-retest in the factors and scale (> 0/7).

The results of this study showed that the Persian PPLI has good validity and reliability and can be used to assess the perceived physical literacy of adolescents.

Physical literacy is an important issue in maintaining personal and social health. A person is physically literate who has the necessary spirit and motivation for physical activities. The aim of this study was to investigate the relationship between self-confidence and motivation for physical activity training: the mediating role of physical literacy. The statistical population of the study included primary school physical education teachers (general and specialized physical education teachers) in Khuzestan province. Due to its large size, the statistical sample was first selected randomly in clusters of four cities of Ahvaz, Behbahan, Masjed Soleiman and Dezful (N = 790) and then randomly selected based on Kerjesi & Morgan table (n = 258). To collect data, three questionnaires of self-confidence were used in Spitel (2015), Torch Chi et al. (2020) and Spitel (2015). Pearson correlation tests and structural equation modeling were used to analyze the data. Results showed that teachers 'self-confidence had a significant effect on their motivation for physical education (0/434), and teachers' self-confidence had a significant effect on their physical literacy (0/591). Also, teachers 'physical literacy had a significant effect on their motivation for physical education (0/383), and finally, self-confidence had a significant effect on the motivation of elementary school sports teachers for physical education with the mediating role of physical literacy that 69% of teachers' total self-confidence indirectly explained by the mediating variable of physical literacy. Considering the importance of providing high quality physical education at the primary school and that physical literacy is the basis for familiarity with behavioral and motor skills, physical fitness, awareness, knowledge and understanding of healthy living and strengthening the opportunity for physical recreation, it is recommended to be used the professional teachers and teachers with high level of physical literacy for teach physical education in elementary school

Despite the few years that physical literacy has been introduced and developed globally, physical literacy structures have been different in various sources. Lack of a comprehensive and clear structure of physical literacy and its related characteristics can affect people's perception of participation and activity. Therefore, the purpose of this study was to provide a clear framework of the physical literacy model based on the views of experts in Iranian society. Interviews were conducted with 14 experts, and the Strauss-Corbin model of grounded theory was used to analyze data in three stages of coding. Findings showed that physical literacy is the ability/capacity affected by growth in multiple dimensions (cognitive, psychological, physical, and behavioral) in the form of an active lifestyle. The findings also showed that conditions such as gender, disorders, age, and participation in physical activity are areas for outbreak physical literacy, as well as factors such as the Ministry of education, Sports and Health, Welfare and municipalities, politico-economic factors. Socio-cultural, media, and family influence physical literacy. Also, physical education, interventions in childhood and adolescence, providing facilities, experts, and appropriate policies can help develop physical literacy. Findings showed that the consequences of physical literacy could be improving lifestyle, maintaining health and well-being, increasing participation in physical activity, and community health. The present study's results identified a comprehensive and transparent model of the physical literacy framework and can help professionals, researchers, and policymakers provide physical literacy to society.

The aim of this study was to examine the level of physical literacy for 8-12 years students. The method was descriptive with field studies. The sample included all second to sixth grades in Tehran. 284 students in 8 elementary schools were selected by multistage cluster sampling. Physical Literacy Test with 4 domains of Physical competence, Daily physical activity, Motivation and self-confidence, and Knowledge and understanding was used to collect data. The results showed the low level of physical literacy for students. It was also found that there is a significant difference between the scores of physical literacy with gender, age and body mass index, so that The boys' group had higher physical literacy and As the age increased, the level of physical literacy improved, which was less than the period from the terminal Childhood to adolescence, In addition the students with obesity and overweight BMI had fewer physical literacy than those with a recommended BMI. As a result of the studies, it was found that 8-12 years students do not have an acceptable level of physical literacy. This suggests that second-grade students up to the sixth grade have an active lifestyle and consequently they are far from the active and healthy life style. And if not taking this seriously, this group's health from a society may come with different physical, emotional, psychological and motor health risks in the future

Health literacy includes the capacity to understand and act on messages which is the center of critical judgments and decisions not only within the health care environments but also about health issues. The relationship between health literacy of adolescents and body mass index has been less studied. Therefore, the present study examines the relationship between health literacy and BMI among adolescents.
This cross-sectional and descriptive-analytical study conducted on 400 male and female students studying in the second period of high schools, who were selected by multistage random sampling. Data were collected using questionnaire containing demographic characteristics, health literacy (questionnaire of HELMA) and BMI-related questions. Data were analyzed using SPSS version 20 and appropriate tests.
37.5% (n=150) had inadequate health literacy, 37% (n = 148) not so adequate health literacy, 22.5% (n = 90) adequate health literacy and 3% (n = 12) had excellent health literacy. The mean and standard deviation of mean body mass index of subjects was calculated as 23.63 4.89, respectively. There was no significant and Strong correlation between health literacy level and body mass index.
Due to lack of relationship between health literacy and BMI it seems that various other variables besides health literacy influence body mass index.

The purpose of this research was to investigation the relationship between information literacy and academic performance among M.A students of physical education at the Shiraz University. Statistical population of this study included 110 M.A. students of physical education who were studying at the Shiraz University. 87 students were cluster-randomly selected as research samples. To achieve the research goals Davarpanh and Siamk (2010) questionnaire of information literacy was used. Validity of questionnaire was confirmed by 15 experts and its reliability was studied in a pilot study with 30 subjects and calculated as 0.83, respectively. For data analysis the descriptive statistics and inferential statistics methods including single sample T-student, liner regression by using SPSS software were used. The result of research indicated that the information literacy of the students is on the average level, while their academic performance is desirable. There is a significant relationship between information literacy and academic performance M.A. students of physical education, i.e. Students’ information literacy can predict their academic performance.

The present study was conducted to predict physical literacy and movement motivation based on internet addiction among female primary school students. The method of this research was descriptive-correlation. The statistical population included all working female students studying in elementary schools in Tehran in the academic year of 2021-2022, 438 of whom were selected as a sample using G Power software. Internet addiction questionnaire (IAQ) by Chen (2003), physical literacy (PHIQ) by Longmire et al (2017), and movement motivation (MMQ) by Nazarpuri et al (2019) were used to collect data. Pearson's correlation coefficient and simultaneous regression analysis were used to analyze the data. The results of the research showed that there is a significant negative relationship between Internet addiction with physical literacy and movement motivation (p<0.05). The results of regression analysis showed that 25% of changes in physical literacy and movement motivation were explained through Internet addiction. Based on the findings of the present study, it can be concluded that Internet addiction is an important predictor of physical literacy and movement motivation in students.