B.W. Priadana
A. Maksum
S. Suroto

Aim: This study examined how physical education teacher competence can influence children’s physical literacy in Bojonegoro, Indonesia. Material and Methode: The study used a convenience sampling strategy to collect data from students across ۱۰۰ elementary schools in the Bojonegoro district. The sample comprises ۳۵۱ students ۵۲% boys and ۴۸% girls aged ۹ to ۱۳, with an average age of ۱۱.۵ (SD=۱۳.۴) who participated in the survey. Data on children's physical literacy and physical education teachers' competence were measured using a questionnaire for approximately two months (September to October ۲۰۲۲). The data were analyzed using structural equation modelling. Findings: The results of model testing proved that CMIN/DF = ۱.۹۰۲, CFI = ۰.۹۸۰, GFI = ۰.۹۱۹, NFI = ۰.۹۷۶, RMR = ۰.۰۰۸, RMSEA = ۰.۰۵۱, TLI = ۰.۹۷۰, and IFI = ۰.۹۸۰. Thus, the model is compatible with the data. There are significant effects with a regression coefficient of ۰.۱۳۶ and a P value of ۰.۰۱۵. The model explains that physical education teachers' competencies significantly affect children's physical literacy. The findings also reveal that physical education teachers who are competent in their field are more capable of improving children’s physical, psychological, social, and cognitive abilities. Conclusions: Physical education teachers' competencies can improve children’s physical literacy if they apply the principles of pedagogy, personality, and social professional development to learning. Further studies will be conducted to assess other factors in the school environment that may predict students' physical literacy.

physical literacy, physical education, teacher competence