Purpose: To operationally conceptualize physical literacy (PL) for application in the United States, using a modified Delphi approach, with PL academics. Methods: A sequential, mixed methods, modified Delphi research design was employed, consisting of three phases: (a) literature analysis, (b) Delphi Survey I (22 participants), and (c) Delphi Survey II (18 participants). Data were analyzed using qualitative coding and descriptive frequency statistics. Results: PL academics’ conceptions of PL suggested a multidimensional, noncontextual, personal, holistic learning process. Qualitative analysis generated two themes: (a) “PL is” and (b) “PL is not.” Quantitative results aligned with the qualitative findings. PL concepts that achieved unanimous agreement were (a) application of knowledge to physical activity (PA), (b) value of PA, (c) autonomous participation in PA, (d) enjoyment of PA, and (e) ability to participate in PA independently. Discussion/Conclusion: PL was operationalized as an autonomous applicati...

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操作性概念化体育素养：德尔菲研究的结果

目的：使用改进的德尔福方法，与 PL 学者一起，在操作上概念化物理素养 (PL) 以在美国应用。方法：采用顺序、混合方法、改进的德尔福研究设计，包括三个阶段：（a）文献分析，（b）德尔福调查 I（22 名参与者）和（c）德尔福调查 II（18 名参与者）。使用定性编码和描述性频率统计分析数据。结果：PL 学者对 PL 的概念提出了一个多维的、非上下文的、个人的、整体的学习过程。定性分析产生了两个主题：（a）“PL 是”和（b）“PL 不是”。定量结果与定性结果一致。获得一致同意的 PL 概念是 (a) 将知识应用于体育活动 (PA)，(b) PA 的价值，(c) 自主参与 PA，(d) 享受 PA，以及 (e) 独立参与 PA 的能力。讨论/结论：PL 作为一个自主应用程序被操作...