素養近年來為各學科領域所廣泛探討的議題之一，體育領域中以「身體素養」的概念，作為國家層級的體育課程目標。我國十二年國教課程改革中，亦以「核心素養」做為課程發展主軸，強調培養以人為本的「終身學習者」。本文目的在比較英、加、美、澳四國的素養導向體育課程，以發展我國素養導向體育課程。依照描述、解釋、並列與比較的步驟，探究其課程內涵。所得結果指出各國在實施時有五大特色：一、將身體和健康的關係更緊密連結。二、目的取向之動作形式，強調基本動作技能與體適能的發展、理解與應用。三、提供教師支持系統和研究結果，拓展身體素養的評量工具系統的限制。四、由專業團隊和整合社會資源推廣，並加強指導者的支持系統。五、提供成功的示範課程方案。本文建議：一、十二年國教健體領域課程發展可納入身體素養作為體育課的最終目標和結果，在學習內容中強化體育與身體健康的連結性，且重視基本動作技能和終身身體活動的培養。二、可成立相關研究單位，整合社會資源，參考各國的評量系統，進行在地化的實證研究，提供更多支持系統，以利有效實施素養導向之體育課程，培養國民達成終身參與身體活動與運動之目標。

Literacy is a topic that has been extensively explored in various disciplines. In the field of physical education, ＂physical literacy＂ is used as the related concept for a national curriculum of physical education. In Taiwan's curriculum reform for its 12 years of compulsory education, ＂core competencies＂ were the main axis of curriculum development. These emphasize the training of people-oriented ＂lifelong learners.＂ The purpose of this paper is to compare the literacy-oriented physical education curriculum in the UK, Canada, USA and Australia, and further explore the possibility of developing literacy oriented physical education curriculum in Taiwan. A comparative study is used with description, explanation, and side-by-side comparison to analyze the data. The results point to five major characteristics of implementation: (1) There is a close link between the body and overall health. (2) The development, understanding, application of fundamental movement skills and physical fitness are emphasized. (3) Teachers are provided with support systems and research findings to cultivate physical literacy assessment. (4) Instructors' support system are promoted and strengthened by professional teams and integration of social resources. (5) Workable and successful demonstration programs are provided. We suggest that: (1) Physical literacy as the ultimate goal and outcome of physical education should be an integral part of the development of 12 years of compulsory education in Taiwan. Effort should be made to strengthen the link between the body and overall health and enhance the development of fundamental movement skills and lifelong physical activities. (2) Relevant research institutes may integrate social resources, informed by empirical studies that take these countries' assessment systems as a reference. Finally, additional support systems must be provided for facilitating the effective implementation of a literacy-oriented physical education curriculum.