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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. 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Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. 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The development of a physical literacy definition and standards framework suitable for implementation in Australia.\u003Cjats:bold>Method\u003C\u002Fjats:bold>: Modified Delphi methodology.\u003Cjats:bold>Results\u003C\u002Fjats:bold>: Consensus was established on four defining statements:\u003Cjats:italic>Core\u003C\u002Fjats:italic>—Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts;\u003Cjats:italic>Composition\u003C\u002Fjats:italic>—Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities;\u003Cjats:italic>Importance\u003C\u002Fjats:italic>—Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; and\u003Cjats:italic>Aspiration\u003C\u002Fjats:italic>—A physically literate person is able to draw on his\u002Fher integrated physical, psychological, cognitive, and social capacities to support health promoting 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physical literacy and related constructs: A systematic review of empirical findings, Sports Medicine,, 48, 659, 10.1007\u002Fs40279-017-0817-9",{"doi":2072},"10.1007\u002Fs40279-017-0817-9",{"id":28,"text":2074,"url":28,"identifiers":2075},"Mandigo, 2012, Physical literacy for educators, Physical Education and Health Journal,, 75, 27",{},{"id":28,"text":1949,"url":28,"identifiers":2077},{"doi":1951},{"id":28,"text":2018,"url":28,"identifiers":2079},{},{"id":28,"text":1984,"url":28,"identifiers":2081},{"doi":1986},{"id":28,"text":1945,"url":28,"identifiers":2083},{"doi":1947},{"id":28,"text":2085,"url":28,"identifiers":2086},"Dudley, 2015, A conceptual model of observed physical literacy, The Physical Educator,, 72, 236",{},{"id":28,"text":2088,"url":28,"identifiers":2089},"Ekkekakis, 2016, Sport and exercise psychology research: From theory to practice, 389, 10.1016\u002FB978-0-12-803634-1.00018-2",{"doi":2090},"10.1016\u002FB978-0-12-803634-1.00018-2",{"id":28,"text":2092,"url":28,"identifiers":2093},"Evans, 2014, Equity and inclusion in physical education PLC, European Physical Education Review,, 20, 319, 10.1177\u002F1356336X14524854",{"doi":2094},"10.1177\u002F1356336X14524854",{"id":28,"text":2096,"url":28,"identifiers":2097},"Lafave, 2013, Content validity of the Rodeo-SCAT, International Journal of Sports Medicine,, 34, 170",{},{"id":28,"text":2088,"url":28,"identifiers":2099},{"doi":2090},{"id":28,"text":2003,"url":28,"identifiers":2101},{},{"id":28,"text":2085,"url":28,"identifiers":2103},{},{"id":28,"text":1996,"url":28,"identifiers":2105},{},{"id":28,"text":1980,"url":28,"identifiers":2107},{"doi":1982},{"id":28,"text":2109,"url":28,"identifiers":2110},"Ward, 2015, Knowing in primary physical education in the UK: Negotiating movement culture, Sport, Education and Society,, 20, 588, 10.1080\u002F13573322.2014.975114",{"doi":2111},"10.1080\u002F13573322.2014.975114",{"id":28,"text":2113,"url":28,"identifiers":2114},"Walker, 1996, The Delphi method: A useful tool for the allied health researcher, British Journal of Therapy and Rehabilitation,, 3, 677, 10.12968\u002Fbjtr.1996.3.12.14731",{"doi":2115},"10.12968\u002Fbjtr.1996.3.12.14731",{"id":28,"text":1953,"url":28,"identifiers":2117},{},{"id":28,"text":1988,"url":28,"identifiers":2119},{"doi":1990},{"id":28,"text":2014,"url":28,"identifiers":2121},{"doi":2016},{"id":28,"text":1968,"url":28,"identifiers":2123},{"doi":1970},{"id":28,"text":2125,"url":28,"identifiers":2126},"Cairney, 2016, Towards a physical literacy framework to guide the design, implementation and evaluation of early childhood movement-based interventions targeting cognitive development, Annals of Sports Medicine and Research,, 3, 1073",{},{"id":28,"text":2128,"url":28,"identifiers":2129},"Phillips, 2001, Levels of evidence and grades of recommendations",{},{"id":28,"text":2131,"url":28,"identifiers":2132},"Sumsion, 1998, The Delphi technique: An adaptive research tool, British Journal of Occupational Therapy,, 61, 153, 10.1177\u002F030802269806100403",{"doi":2133},"10.1177\u002F030802269806100403",{"id":28,"text":2135,"url":28,"identifiers":2136},"Hsu, 2007, The Delphi technique: Making sense of consensus, Practical Assessment, Research & Evaluation,, 12, 1",{},{"id":28,"text":2096,"url":28,"identifiers":2138},{},{"id":28,"text":2140,"url":28,"identifiers":2141},"Nelson, 2017, Evidence-informed practice in education: Meanings and applications, Educational Research,, 59, 127, 10.1080\u002F00131881.2017.1314115",{"doi":2142},"10.1080\u002F00131881.2017.1314115",{"id":28,"text":2040,"url":28,"identifiers":2144},{"doi":2042},{"id":28,"text":2092,"url":28,"identifiers":2146},{"doi":2094},{"id":28,"text":2025,"url":28,"identifiers":2148},{"doi":2027},{"id":28,"text":2150,"url":28,"identifiers":2151},"Hyndman, 2017, What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature, European Physical Education Review,, 24, 292, 10.1177\u002F1356336X17690312",{"doi":2152},"10.1177\u002F1356336X17690312",{"id":28,"text":2154,"url":28,"identifiers":2155},"Keegan, in press, Physical literacy across the world",{},{"id":28,"text":2157,"url":28,"identifiers":2158},"Biggs, 1989, Towards a model of school-based curriculum development and assessment using the SOLO taxonomy, Australian Journal of Education,, 33, 151, 10.1177\u002F168781408903300205",{"doi":2159},"10.1177\u002F168781408903300205",{"id":28,"text":1999,"url":28,"identifiers":2161},{"doi":2001},{"id":28,"text":2163,"url":28,"identifiers":2164},"Hasson, 2000, Research guidelines for the Delphi survey technique, Journal of Advanced Nursing,, 32, 1008, 10.1046\u002Fj.1365-2648.2000.t01-1-01567.x",{"doi":2165},"10.1046\u002Fj.1365-2648.2000.t01-1-01567.x",{"id":28,"text":2167,"url":28,"identifiers":2168},"Butterwick, 2006, Development of content-valid technical skill assessment instruments for athletic taping skills, Journal of Allied Health,, 35, 147",{},{"id":28,"text":2167,"url":28,"identifiers":2170},{},{"id":28,"text":2172,"url":28,"identifiers":2173},"Ivancevic, 2009, Nonlinear dynamics and chaos methods in neurodynamics and complex data analysis, Nonlinear Dynamics,, 56, 23, 10.1007\u002Fs11071-008-9376-9",{"doi":2174},"10.1007\u002Fs11071-008-9376-9",{"id":28,"text":2150,"url":28,"identifiers":2176},{"doi":2152},{"id":28,"text":2021,"url":28,"identifiers":2178},{"doi":2023},{"id":28,"text":2163,"url":28,"identifiers":2180},{"doi":2165},{"id":28,"text":2154,"url":28,"identifiers":2182},{},{"id":28,"text":2036,"url":28,"identifiers":2184},{"doi":2038},{"id":28,"text":2186,"url":28,"identifiers":2187},"Shearer, 2018, How is physical literacy defined? A contemporary update, Journal of Teaching in Physical Education,, 37, 237, 10.1123\u002Fjtpe.2018-0136",{"doi":2188},"10.1123\u002Fjtpe.2018-0136",{"id":28,"text":2135,"url":28,"identifiers":2190},{},{"id":28,"text":2192,"url":28,"identifiers":2193},"Roberts, 2012, Advances in motivation in sport and exercise, 3, 10.5040\u002F9781492595182",{"doi":2194},"10.5040\u002F9781492595182",{"id":28,"text":1976,"url":28,"identifiers":2196},{"doi":1978},{"id":28,"text":2059,"url":28,"identifiers":2198},{"doi":2061},{"id":28,"text":2200,"url":28,"identifiers":2201},"Sober, 1996, Parsimony and predictive equivalence, Erkenntnis,, 44, 167, 10.1007\u002FBF00166500",{"doi":2202},"10.1007\u002FBF00166500",{"id":28,"text":2204,"url":28,"identifiers":2205},"Whitehead, 2018, The value of fostering physical literacy, Journal of Teaching in Physical Education,, 37, 252, 10.1123\u002Fjtpe.2018-0139",{"doi":2206},"10.1123\u002Fjtpe.2018-0139",{"id":28,"text":2067,"url":28,"identifiers":2208},{},{"id":28,"text":2131,"url":28,"identifiers":2210},{"doi":2133},{"id":28,"text":2053,"url":28,"identifiers":2212},{"doi":2055},{"id":28,"text":1992,"url":28,"identifiers":2214},{"doi":1994},{"id":28,"text":2216,"url":28,"identifiers":2217},"Barnett, 2019, Physical literacy in young people: Guidelines and recommendations for the selection of measures in schools, Journal of Teaching in Physical Education,, 38, 10.1123\u002Fjtpe.2018-0219",{"doi":2218},"10.1123\u002Fjtpe.2018-0219",{"id":28,"text":2216,"url":28,"identifiers":2220},{"doi":2218},{"id":28,"text":2140,"url":28,"identifiers":2222},{"doi":2142},{"id":28,"text":2200,"url":28,"identifiers":2224},{"doi":2202},{"id":28,"text":2204,"url":28,"identifiers":2226},{"doi":2206},{"id":28,"text":2228,"url":28,"identifiers":2229},"Fraser-Thomas, 2008, Understanding dropout and prolonged engagement in adolescent competitive sport, Psychology of Sport and Exercise,, 9, 645, 10.1016\u002Fj.psychsport.2007.08.003",{"doi":2230},"10.1016\u002Fj.psychsport.2007.08.003",{"id":28,"text":2010,"url":28,"identifiers":2232},{"doi":2012},{"id":28,"text":2113,"url":28,"identifiers":2234},{"doi":2115},{"id":28,"text":2236,"url":28,"identifiers":2237},"Biggs, 1982, Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome)",{},{"id":28,"text":2128,"url":28,"identifiers":2239},{},{"id":28,"text":2228,"url":28,"identifiers":2241},{"doi":2230},{"id":28,"text":2029,"url":28,"identifiers":2243},{},{"id":28,"text":2245,"url":28,"identifiers":2246},"Graefe, 2011, Comparing face-to-face meetings, nominal groups, Delphi and prediction markets on an estimation task, International Journal of Forecasting,, 27, 183, 10.1016\u002Fj.ijforecast.2010.05.004",{"doi":2247},"10.1016\u002Fj.ijforecast.2010.05.004",{"id":28,"text":2172,"url":28,"identifiers":2249},{"doi":2174},{"id":28,"text":2048,"url":28,"identifiers":2251},{},{"id":28,"text":2245,"url":28,"identifiers":2253},{"doi":2247},{"id":28,"text":2125,"url":28,"identifiers":2255},{},{"id":28,"text":2074,"url":28,"identifiers":2257},{},{"id":28,"text":2006,"url":28,"identifiers":2259},{"doi":2008},{"id":28,"text":2044,"url":28,"identifiers":2261},{"doi":2046},{"id":28,"text":1956,"url":28,"identifiers":2263},{"doi":1958},{"id":28,"text":2265,"url":28,"identifiers":2266},"Baker, 2003, Quantitative parsimony and explanatory power, The British Journal for the Philosophy of Science,, 54, 245, 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literacy continues to gain global momentum, yet the definition and underlying concept of physical literacy remain contested in both research and practice. This lack of clarity has the potential to undermine the operationalization of physical literacy. This paper considers the various definitions of physical literacy that are currently adopted internationally. Physical literacy experts identified seven leading groups that have established physical literacy initiatives. Although each group is unified in using the term physical literacy, there are contrasting definitions and interpretations of the concept. Common themes were identified, including the (a) influence of physical literacy philosophy, (b) core elements of physical literacy, (c) lifelong nature of physical literacy, and (d) the need to scientifically pursue a robust operationalization of the concept. We conclude by recommending that programs relating to physical literacy should provide a definition, a clear philosophical approach, and transparency with how their actions align with this approach.\u003C\u002Fjats:p>",{"EN":2301},"How Is Physical Literacy Defined? 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study considers the implications for teachers of physical education of adopting physical literacy as the focus of their work. These implications arise from the philosophical underpinning of the concept, from the definition of physical literacy and are in line with the mission of the International Physical Literacy Association. In the first section of this study, recommendations stemming from the philosophical roots of the concept will be outlined in brief. The other three sections will demonstrate how this philosophical basis and the definition of physical literacy should inform, first, lesson and unit content; second, teaching approaches; and, finally, curriculum planning. 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2010, “The boys won’t let us play:” Fifth grade mestivas challenge physical activity discourse at school, Research Quarterly for Exercise and Sport,, 81, 38, 10.1080\u002F02701367.2010.10599626",{"doi":3276},"10.1080\u002F02701367.2010.10599626",{"id":28,"text":3278,"url":28,"identifiers":3279},"Penney, 2009, Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education, Sport, Education and Society,, 14, 421, 10.1080\u002F13573320903217125",{"doi":3280},"10.1080\u002F13573320903217125",{"id":28,"text":1988,"url":28,"identifiers":3282},{"doi":1990},{"id":28,"text":3284,"url":28,"identifiers":3285},"Levins, 1987, The dialectical biologist",{},{"id":28,"text":3287,"url":28,"identifiers":3288},"Deci, 1991, Nebraska symposium on motivation: Perspectives on motivation, 38, 237",{},{"id":28,"text":3290,"url":28,"identifiers":3291},"Harter, 1978, Effectance motivation reconsidered: Toward a developmental model, Human Development,, 21, 34, 10.1159\u002F000271574",{"doi":3292},"10.1159\u002F000271574",{"id":28,"text":3294,"url":28,"identifiers":3295},"Forrest, 2006, Teaching games for understanding. A model for pre-service teachers",{},{"id":28,"text":1960,"url":28,"identifiers":3297},{"doi":1962},{"id":28,"text":3299,"url":28,"identifiers":3300},"Standage, 2003, A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions, Journal of Educational Psychology,, 95, 97, 10.1037\u002F0022-0663.95.1.97",{"doi":3301},"10.1037\u002F0022-0663.95.1.97",{"id":28,"text":3299,"url":28,"identifiers":3303},{"doi":3301},{"id":28,"text":3305,"url":28,"identifiers":3306},"Taplin, 2013, Physical literacy as journey, ICSSPE Journal of Sport Science and Physical Education, Bulletin,, 65, 57",{},{"id":28,"text":3308,"url":28,"identifiers":3309},"Hellison, 2011, Teaching personal and social responsibility through physical activity, 10.5040\u002F9781718208919",{"doi":3310},"10.5040\u002F9781718208919",{"id":28,"text":3312,"url":28,"identifiers":3313},"Whitehead, 2015, Learning to teach physical education in secondary school, 171",{},{"id":28,"text":3315,"url":28,"identifiers":3316},"Magyar, 2003, The influence of dispositional and situational tendencies on adolescent girls’ sport confidence sources, Psychology of Sport and Exercise,, 4, 175, 10.1016\u002FS1469-0292(01)00037-1",{"doi":3317},"10.1016\u002FS1469-0292(01)00037-1",{"id":28,"text":3319,"url":28,"identifiers":3320},"Jess, 2011, Complexity theory: Supporting curriculum and pedagogy developments in Scottish physical education, Sport, Education and Society,, 16, 179, 10.1080\u002F13573322.2011.540424",{"doi":3321},"10.1080\u002F13573322.2011.540424",{"id":28,"text":3290,"url":28,"identifiers":3323},{"doi":3292},{"id":28,"text":3325,"url":28,"identifiers":3326},"Vealey, 1986, Conceptualization of sport-confidence and competitive orientation: Preliminary investigation and instrument development, Journal of Sport Psychology,, 8, 221, 10.1123\u002Fjsp.8.3.221",{"doi":3327},"10.1123\u002Fjsp.8.3.221",{"id":28,"text":3329,"url":28,"identifiers":3330},"Pascual, 2011, Implementation fidelity of a program designed to promote personal and social responsibility through physical education: A comparative case study, Research Quarterly for Exercise and Sport,, 82, 499, 10.1080\u002F02701367.2011.10599783",{"doi":3331},"10.1080\u002F02701367.2011.10599783",{"id":28,"text":3312,"url":28,"identifiers":3333},{},{"id":28,"text":3335,"url":28,"identifiers":3336},"Siedentop, 2002, Sport education: A retrospective, Journal of Teaching in Physical Education,, 21, 409, 10.1123\u002Fjtpe.21.4.409",{"doi":3337},"10.1123\u002Fjtpe.21.4.409",{"id":28,"text":3339,"url":28,"identifiers":3340},"Sartre, 1957, Being and nothingness",{},{"id":28,"text":3325,"url":28,"identifiers":3342},{"doi":3327},{"id":28,"text":3344,"url":28,"identifiers":3345},"Curtner-Smith, 2006, The more things change the more they stay the same: Factors influencing teachers’ interpretations and delivery of national curriculum physical education, Sport, Education and Society,, 4, 75, 10.1080\u002F1357332990040106",{"doi":3346},"10.1080\u002F1357332990040106",{"id":28,"text":3348,"url":28,"identifiers":3349},"Bandura, 1977, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review,, 84, 191, 10.1037\u002F0033-295X.84.2.191",{"doi":3350},"10.1037\u002F0033-295X.84.2.191",{"id":28,"text":3305,"url":28,"identifiers":3352},{},{"id":28,"text":3354,"url":28,"identifiers":3355},"Maude, 2010a, Physical children, active teaching. Investigating physical literacy",{},{"id":28,"text":3357,"url":28,"identifiers":3358},"Zachopoulou, 2006, The design and implementation of a physical education program to promote children’s creativity in the early years, International Journal of Early Years Education,, 14, 279, 10.1080\u002F09669760600880043",{"doi":3359},"10.1080\u002F09669760600880043",{"id":28,"text":3361,"url":28,"identifiers":3362},"Maude, 2010b, Physical literacy: Throughout the life course, 100",{},{"id":28,"text":3364,"url":28,"identifiers":3365},"Cale, 2011, Sport pedagogy: An introduction for teaching and coaching, 53",{},{"id":28,"text":3367,"url":28,"identifiers":3368},"Chen, 2017, The role of interest in physical education: A review of research evidence, Journal of Teaching in Physical Education,, 36, 313, 10.1123\u002Fjtpe.2017-0033",{"doi":3369},"10.1123\u002Fjtpe.2017-0033",{"id":28,"text":3371,"url":28,"identifiers":3372},"Pot, 2018, Physical literacy from philosophy to practice, Journal of Teaching in Physical Education,, 37, 10.1123\u002Fjtpe.2018-0133",{"doi":2023},{"id":28,"text":3374,"url":28,"identifiers":3375},"Mouratidis, 2008, The motivating role of positive feedback in sport and physical education: Evidence for a motivational model, Journal of Sport & Exercise Psychology,, 30, 240, 10.1123\u002Fjsep.30.2.240",{"doi":3376},"10.1123\u002Fjsep.30.2.240",{"id":28,"text":3361,"url":28,"identifiers":3378},{},{"id":28,"text":3284,"url":28,"identifiers":3380},{},{"id":28,"text":3274,"url":28,"identifiers":3382},{"doi":3276},{"id":28,"text":3384,"url":28,"identifiers":3385},"Pot, in press, Meaningful movement behavior involves more than the learning of fundamental movement skills, International Sports Studies—Journal of the International Society for Comparative Physical Education and 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development",{},{"id":28,"text":4022,"url":28,"identifiers":4023},"Logan, 2015, Relationship between fundamental motor skill competence and physical activity during childhood and adolescence: A systematic review, Kinesiology Review,, 4, 416, 10.1123\u002Fkr.2013-0012",{"doi":4024},"10.1123\u002Fkr.2013-0012",{"id":28,"text":4026,"url":28,"identifiers":4027},"Janssen, 2012, Health care costs of physical inactivity in Canadian adults, Applied Physiology, Nutrition, and Metabolism,, 37, 803, 10.1139\u002Fh2012-061",{"doi":4028},"10.1139\u002Fh2012-061",{"id":28,"text":4030,"url":28,"identifiers":4031},"Maglio, 2008, Occupational therapy and circus: Potential partners in enhancing the health and well-being of today’s youth, Australian Occupational Therapy Journal,, 55, 287, 10.1111\u002Fj.1440-1630.2007.00713.x",{"doi":4032},"10.1111\u002Fj.1440-1630.2007.00713.x",{"id":28,"text":4034,"url":28,"identifiers":4035},"Hulteen, 2018, Development of foundational movement skills: A conceptual 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10.1080\u002F00336297.2004.10491827",{"doi":4098},"10.1080\u002F00336297.2004.10491827",{"id":28,"text":4100,"url":28,"identifiers":4101},"Guthold, 2010, Physical activity and sedentary behavior among schoolchildren: A 34-country comparison, Journal of Pediatrics,, 157, 43, 10.1016\u002Fj.jpeds.2010.01.019",{"doi":4102},"10.1016\u002Fj.jpeds.2010.01.019",{"id":28,"text":4104,"url":28,"identifiers":4105},"Keegan, 2013, Getting Australia moving: Establishing a physically literate & active nation",{},{"id":28,"text":4107,"url":28,"identifiers":4108},"Carney, 1998, Primary student teacher prior experiences and their relationship to estimated competence to teach the national curriculum for physical education, Sport Education and Society,, 3, 19, 10.1080\u002F1357332980030102",{"doi":4109},"10.1080\u002F1357332980030102",{"id":28,"text":4111,"url":28,"identifiers":4112},"Cairney, 2016, Towards a physical literacy framework to guide the design, implementation, and evaluation of early 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10.1123\u002Fjsep.30.2.240",{"doi":3376},{"id":28,"text":4128,"url":28,"identifiers":4129},"Ng, 2012, Time use and physical activity: A shift away from movement across the globe, Obesity Reviews,, 13, 659, 10.1111\u002Fj.1467-789X.2011.00982.x",{"doi":4130},"10.1111\u002Fj.1467-789X.2011.00982.x",{"id":28,"text":4132,"url":28,"identifiers":4133},"Ontañón, 2016, Circus at school: For a corporal, aesthetic and artistic education",{},{"id":28,"text":4135,"url":28,"identifiers":4136},"Barnett, 2016, Correlates of gross motor competence in children and adolescents: A systematic review and meta-analysis, Sports Medicine,, 46, 1663, 10.1007\u002Fs40279-016-0495-z",{"doi":4137},"10.1007\u002Fs40279-016-0495-z",{"id":28,"text":3989,"url":28,"identifiers":4139},{"doi":3991},{"id":28,"text":4016,"url":28,"identifiers":4141},{"doi":1962},{"id":28,"text":4074,"url":28,"identifiers":4143},{"doi":4076},{"id":28,"text":4064,"url":28,"identifiers":4145},{"doi":4066},{"id":28,"text":4056,"url":28,"identifiers":4147},{"doi":4058},{"id":28,"text":4096,"url":28,"identifiers":4149},{"doi":4098},{"id":28,"text":4078,"url":28,"identifiers":4151},{"doi":4080},{"id":28,"text":4153,"url":28,"identifiers":4154},"Tremblay, 2010, Process description and evaluation of Canadian Physical Activity Guidelines development, International Journal of Behavioral Nutrition and Physical Activity,, 7, 42, 10.1186\u002F1479-5868-7-42",{"doi":4155},"10.1186\u002F1479-5868-7-42",{"id":28,"text":4157,"url":28,"identifiers":4158},"Cairney, 2012, Gender, perceived competence and the enjoyment of physical education in children: A longitudinal examination, 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10.1016\u002Fj.amepre.2004.12.003",{"doi":4176},"10.1016\u002Fj.amepre.2004.12.003",{"id":28,"text":4119,"url":28,"identifiers":4178},{"doi":4121},{"id":28,"text":4135,"url":28,"identifiers":4180},{"doi":4137},{"id":28,"text":4093,"url":28,"identifiers":4182},{},{"id":28,"text":4042,"url":28,"identifiers":4184},{},{"id":28,"text":4186,"url":28,"identifiers":4187},"Kinnunen, 2013, “They’re smiling from ear to ear:” Wellbeing effects from social circus",{},{"id":28,"text":4169,"url":28,"identifiers":4189},{},{"id":28,"text":4107,"url":28,"identifiers":4191},{"doi":4109},{"id":28,"text":4193,"url":28,"identifiers":4194},"Mokkink, 2010, The COSMIN checklist for assessing the methodological quality of studies on measurement properties of health status measurement instruments: An international Delphi study, Quality of Life Research,, 19, 539, 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2015, The Canadian Assessment of Physical Literacy: Methods for children in grades 4 to 6 (8 to 12 years), BMC Public Health,, 15, 767, 10.1186\u002Fs12889-015-2106-6",{"doi":4217},"10.1186\u002Fs12889-015-2106-6",{"id":28,"text":4006,"url":28,"identifiers":4219},{"doi":4008},{"id":28,"text":4153,"url":28,"identifiers":4221},{"doi":4155},{"id":28,"text":4223,"url":28,"identifiers":4224},"Berryman, 2010, Exercise is medicine: A historical perspective, Current Sports and Medicine Reports,, 9, 195, 10.1249\u002FJSR.0b013e3181e7d86d",{"doi":4225},"10.1249\u002FJSR.0b013e3181e7d86d",{"id":28,"text":4052,"url":28,"identifiers":4227},{"doi":4054},{"id":28,"text":4038,"url":28,"identifiers":4229},{"doi":4040},{"id":28,"text":4203,"url":28,"identifiers":4231},{},{"id":28,"text":4233,"url":28,"identifiers":4234},"Bolton, 2004, Why circus works: How the values and structures of circus make it a significant developmental experience for young 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article explores the relationship between physical literacy and human flourishing. Understanding the contribution physical literacy may have in nurturing human flourishing extends the philosophical rationale and importance of physical literacy in relation to maximizing human potential. This article proposes that the concept of physical literacy is being embraced worldwide, in part due to the contribution physical literacy may make in nurturing human flourishing. Therefore, this article discusses the relationship between physical literacy and human flourishing in detail, unveiling what value this connection may hold in promoting physical literacy as an element integral in enhancing quality of life. Aspects of human flourishing are presented and examined alongside physical literacy. 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