Introduction: The purpose of this research is the correlation between actual physical literacy and perceived physical literacy in adolescent girls aged 13 to 15 years.
Methodology: The current research is applied in terms of purpose and descriptive-correlation in terms of nature. The statistical population of the present study was all adolescent girls aged 13 to 15 years old in schools in Tehran who had passed the onset of puberty and had no history of fracture or bone surgery and were studying in the first year of secondary school in 1402-1403, which 93 People from different areas of Tehran were selected as the final sample in the form of random cluster sampling.
In order to collect data for real physical literacy, different tools are used, in this research, the play fun tool was used, and for perceived physical literacy, the ppli questionnaire was used, the validity of this questionnaire was confirmed by Sam in 2016, and for Cronbach's alpha test of 0.95 was used for its reliability. Pearson correlation analysis and SPSS software were used for data analysis.Findings: The findings showed that there is no significant difference between actual physical literacy and perceived physical literacy in adolescent girls
(r=0.06, p=0.54) but the relationship between confidence in real physical literacy and perceived physical literacy was significant (r=0.25, p=0.02).
Conclusion: Considering that there is no significant relationship between real physical literacy and perceived physical literacy, it is better to use the real tool to measure physical literacy.Therefore, the significant relationship established between the confidence component in real physical literacy and perceived physical literacy is probably due to the similarity between the two components in the two tools. So teachers, coaches, parents and the child or teenager themselves can use the play tool to measure real and perceived physical literacy.