ArticleFrontiers in psychology2026
Beyond words: developing a scale to measure the embodied professional literacy of K-12 physical education teachers.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
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Abstract
Background: In physical education (PE), the teacher's body serves as the primary instrument of instruction. However, existing evaluations often fail to capture this context-specific "embodied" nature, typically reducing professional competency to either abstract cognitive beliefs or generic physical fitness. Objective: To address this epistemological gap, this study conceptualizes and psychometrically validates the Physical Education Teachers' Embodied Professional Literacy Scale (PE-TEPLS), innovatively operationalizing the "pedagogical body" in the K-12 context. Methods: A rigorous mixed-method design was employed, combining Delphi consultation ( Results: Psychometric analyses confirmed a robust 45-item structure across five dimensions: embodied moral cultivation, motor ability basis, situational interaction, teaching transformation, and lifelong development. CFA corroborated this correlated model, and Multi-Group CFA confirmed scalar invariance across gender. Reliability and discriminant validity were robustly established. Conclusion: The PE-TEPLS provides a psychometrically robust and equitable instrument for assessing PE teachers. By theoretically legitimizing "embodied action" and prioritizing the "pedagogical body" over the "athletic body," this study offers a new paradigm for evaluating teacher professionalism beyond verbal and cognitive metrics.
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