Abstract
In recent decades, the concept of "Physical Literacy" has emerged as a significant breakthrough in enhancing the physical health of children and adolescents. This concept has become the guiding principle and future direction for physical education reform in Western countries. As China's economic and social development enters a new phase, the negative impact of insufficient physical activity on adolescent health remains a significant challenge to the strategies of "Healthy China" and "A Leading Sports Nation." The unique value of physical literacy, which emphasizes the importance of regular physical activity, aligns perfectly with the developmental needs of the nation, the era, and individuals. Given the crucial role of interpersonal support in the development of adolescents' physical literacy, this study employs questionnaire surveys and statistical analysis to investigate the current state of physical literacy among Chinese adolescents. It explores the predictive relationship between parental support, teacher support, and peer support on physical literacy, aiming to provide guidance for the future development of adolescents' physical literacy. The research findings indicate significant differences in the five dimensions of physical literacy (attitude, sports knowledge, emotion, athletic ability, and physical fitness) among adolescents of different grades and residence type. Additionally, there are notable gender differences in the dimensions of sports knowledge, emotion, and athletic ability. The interaction effect of gender and grade is particularly evident in the emotional and physical fitness dimensions. There is a significant correlation between interpersonal support and all dimensions of physical literacy. After controlling for variables such as gender, grade, and family background, interpersonal support for adolescent physical exercise was found to have a significant impact on all dimensions of physical literacy. Among the forms of support, peer support was identified as a more powerful predictor of physical literacy compared to parental and teacher support.