The Effect of Physical Education Teacher Competence on Children's Physical Literacy: Structural Equation Modeling

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 100 elementary schools in the Bojonegoro district. The sample comprises 351 students 52% boys and 48% girls aged 9 to 13, with an average age of 11.5 (SD=13.4) 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 2022). The data were analyzed using structural equation modelling. Findings: The results of model testing proved that CMIN/DF = 1.902, CFI = 0.980, GFI = 0.919, NFI = 0.976, RMR = 0.008, RMSEA = 0.051, TLI = 0.970, and IFI = 0.980. Thus, the model is compatible with the data. There are significant effects with a regression coefficient of 0.136 and a P value of 0.015. 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.

The Effect of Physical Education Teacher Competence on Children's Physical Literacy: Structural Equation Modeling Keywords:

physical literacy , physical education , teacher competence