我國十二年國教以核心素養為課程發展之主軸，強調培養以人為本的「終身學習者」，在體育領域目前世界主要國家以培養身體素養（physical literacy）作為體育課程的理念與目標。因此，當臺灣在發展素養導向課程與教學之際，宜針對十二年國教下身體素養導向體育課程之核心概念進行課程理解，以利素養導向體育課程之後續發展。為達上述目的，本研究透過文獻分析、專家諮詢、德懷術建構符合在地化身體素養體育課程之核心概念。研究結果顯示，身體素養導向體育課程核心概念分為：（一）身體素養的價值觀與身體素養的層面；（二）「身體素養的價值觀」下再分為3個類別和9個次類別；（三）「身體素養的層面」下再分為4個類別和21個次類別。本研究所建構之概念，期望能提供課程設計和政策推廣之參考，以發展適合我國之身體素養導向體育課程。

The “core competencies” has been used as the main axis of Taiwanese curriculum development, emphasizing the training of humanity based “lifelong learners”. The “physical literacy” is considered globally as a major goal of the physical education curriculum, and is adopted as the view point in the reform in many countries. This study was designed to construct the concept of “competency-based physical education curriculum” in Taiwan through literature analysis, expert review, and Delphi method. The results indicated that the core concepts of literacy-oriented physical education curriculum were divided into (1) the values of physical literacy and the content of physical literacy; (2) the “values of physical literacy” was subdivided into 3 categories and 9 subcategories; (3) The “content of physical literacy” was subdivided into 4 categories and 21 subcategories. This concept of physical literacy in physical education curriculum provided the evidence-based ground for the implementation and research of new physical education curriculum in Taiwan.