سواد جسمانی از مبانی فلسفی مونیسم، اگزیستانسیالیسم و ​​پدیدارشناسی سرچشمه می­گیرد. وایتهد (2001) در تعریف سواد جسمانی تجدید نظر کرد و گفت: «سواد جسمانی را می­توان به عنوان انگیزه، اعتماد به نفس، شایستگی فیزیکی، دانش و درک ارزش توصیف کرد. و مسئولیت درگیر شدن در فعالیت‌های بدنی مادام‌العمر را بر عهده گرفت» (وایتهد[1]، 2019).حوزه‌ها و ویژگی‌های تعریف‌شده فلسفی سواد جسمانی، مدیریت برنامه‌های تربیت بدنی با کیفیت توسط پزشکان را برای پرورش پیشرفت دانش‌آموزان تسهیل می‌کند (لی[2] و همکاران، 2022). با این حال، مربیان بدنی انتقاد کرده­اند که رویکرد از قبل ایجاد شده برای ارتقای سواد جسمانی و ارائه آموزش بدنی با کیفیت بالا همچنان مورد استفاده قرار می­گیرد و مفهوم بحث برانگیز را به عنوان "شراب قدیمی در بطری­های جدید" توصیف می­کنند (بیلی[3]، 2020). این به استدلال­های برجسته مربوط به روش­های اندازه­گیری و ارزیابی سواد جسمانی اشاره دارد (گرین[4] و همکاران، 2018). به طور قابل توجهی، در میان محققان و دست­اندرکاران انجمن بین­المللی سواد جسمانی بحث شده است که یک رویکرد جامع­تر باید برای تعیین پیشرفت آرزوها و ارزش­های سواد جسمانی دانش­آموزان در طول زندگی آن­ها در نظر گرفته شود.

ارتباط بین سواد جسمانی و کیفیت زندگی کیفیت زندگی مفهومی جامع و پیچیده است که به این صورت تعریف می‌شود: «ادراک فرد از موقعیت خود در زندگی در چارچوب فرهنگ و نظام‌های ارزشی که در آن زندگی می‌کنند و در ارتباط با اهداف، انتظارات، استانداردهای خود و نگرانی‌ها است» . طیف وسیعی از جنبه‌های سلامت جسمی، سلامت روانی، استقلال، روابط اجتماعی، محیط و باورها را در بر می‌گیرد. همچنین ممکن است به عنوان اهداف آموزش در نظر گرفته شود (اشلایچر[5]، 2018). بالاخره، کارآمدی یک سیستم آموزشی در صورتی که دانش‌آموزان آن فقط بر پیشرفت تحصیلی تمرکز کنند، حتی به قیمت کیفیت زندگی‌شان، مورد تردید است. با این حال، چگونه دانش‌آموزان را برای داشتن کیفیت زندگی بهتر «تربیت» کنیم؟

 بر اساس بحث­های مفهومی در مطالعات غربی، بررسی اخیر بررسی­ها نشان داده است که سواد جسمانی ظرفیت ارتقای رفاه، بهبود سلامت و ارتقای کیفیت زندگی را دارد. به طور خاص، یک مدل 12 عاملی فضیلت­مند از توسعه سواد جسمانی با هدف ایجاد ارتباط بین علوم حرکتی، روانشناسی و علوم اجتماعی وجود دارد. این مدل بینش‌هایی را در مورد اینکه چگونه افراد می‌توانند با کسب مهارت‌ها و دانش حرکتی و شرکت فعال در فعالیت‌های بدنی، کیفیت زندگی خود را به تدریج افزایش دهند، ارائه می‌دهد. با بسط بیشتر این موضوع، بررسی سواد فیزیکی فرد می‌تواند به عنوان یک شاخص تمایل برای کشف فعالیت‌های جدید و این تعاملات فعال پتانسیل افزایش کیفیت کلی زندگی آن­ها را دارد.

[1] Whitehead

[2] Li

[3] Bailey

[4] Green

[5] Schleicher

1-1-2- سواد جسمانی.. 3

2-1-2- مفهوم تربیت بدنی.. 12

2-1-3- اهداف سواد جسمانی.. 14

2-1-4- سواد جسمانی و سلامت و تربیت بدنی.. 17

2-1-5- ارزیابی سواد جسمانی.. 19

2-1-6- درگیر شدن در فعالیت بدنی.. 19

2-2- پیشینه تحقیق.. 20

2-2-1- پیشینه داخلی.. 20

2-2-2- پیشینه خارجی.. 25

منابع.. 29

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