身體素養是個人重視並承擔終身參與身體活動的動機、信心、身體能力以及知識和理解。本文透過系統性的文獻回顧，了解身體素養測驗在運動教育研究的應用。本文從SportDiscus with Full Text、OmniFile Full Text Select（H.W. Wilson）、OpenDissertations、GreenFILE、Library, Information Science & Technology Abstracts 及Teacher Reference Center等6個資料庫進行檢索，並針對該些文章進行品質評估。共納入8篇研究，針對測量身體素養之運動教育研究概況、測量面向、研究設計與結果進行系統性文獻回顧。結果顯示，身體素養測量面向主要包含日常行為、身體能力、動機與信心及知識與理解，測量方式包含量表、實作、問答測驗及使用計步器。最後，建議未來研究者想了解國內不同教育階段之身體素養，可以由課程綱要之學生須具備之素養發展相關的測量工具；若要進行國際間身體素養跨國比較，則可採用普遍較多人使用之工具作為基礎。

Physical literacy was the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. The purpose of this article is to understand the application of physical literacy measurement of research of sport pedagogy research in a systematic review. This article searches 6 databases including SportDiscus with Full Text, OmniFile Full Text Select (H.W. Wilson), OpenDissertations, GreenFILE, Library, Information Science & Technology Abstracts and Teacher Reference Center, and evaluates the quality of these articles. A total of 8 articles were included in the literature review. A systematic literature review was conducted on an overview of research of sport pedagogy on measuring of physical literacy, measurement dimension, research design, and results. The results showed that physical literacy measuring mainly included daily behavior, physical ability, motivation and confidence, and knowledge and understanding. Measurements include self-reporting scales, practical tests, quizzes, and the use of a pedometer. Finally, it was suggested that future researchers want to understand the physical literacy of different educational stages in Taiwan, according to Curriculum Guidelines of 12-Year Basic Education for developing measurement tools. For cross-country comparisons of physical literacy, measurement tools that are more widely used can be used.