1. IntroductionToday, an extensive

1.引言<br>如今，在确定教育和资格标准时，广泛使用诸如技能，能力和素养等术语（最近，例如Young等，2019）。传统上以教育科学为基础，在德国，其他学科（例如体育科学）的多学科方法从培训科学，运动科学，健康科学到社会科学，再加上各自的教育背景，以提出与体育相关的资格标准（框架，指南，课程）。仅在德国，如此集中的专业知识就导致了复杂的术语网（Gissel，2013年）。<br>在国际讨论中，目前的考虑因素是“德国奥林匹克运动会联合会资格框架”（Sygusch等，2013 [德国奥林匹克运动会联合会资格框架指南，DOSB）以及“中学核心课程”。北莱茵-威斯特法伦州文法学校的教育I-体育”（MSB NRW，2019 [北莱茵-威斯特法伦州中级I二级中学体育馆的核心课程-体育]），尤其是为了具体说明，从而为申请转学服务。

1. Introduction<br>Today, an extensive use of terminologies such as skill, competence and literacy is omnipresent when aiming to determine educational and qualification standards(recently e.g. Young et al., 2019). Traditionally anchored in Educational Sciences,in Germany other disciplines such as Sports Sciences with its multidisciplinary approaches ranging from e.g. Training Sciences, Movement Sciences and Health Sciences to Social Sciences, add to the respective educational context to suggest sports-related qualification standards (frameworks, guidelines, curricula). InGermany alone, such concentrated expertise has led to a complex netting of terminologies (Gissel, 2013).<br>Set into international discourse, the present considerations refer to the “Framework for Qualification of the German Olympic Sports Confederation” (Syguschet al., 2013 [Rahmenrichtlinien für Qualifizierung des Deutschen Olympischen Sportbundes, DOSB]) as well as to the “Core Curriculum for Secondary Education I in Grammar Schools of North Rhine-Westphalia—Sport” (MSB NRW,2019 [Kernlehrplan für die Sekundarstufe I Gymnasium in Nordrhein-Westfalen—Sport]), not least to allow for a specification and, thus, serve an applied transfer. ...

1. IntroductionToday, an extensive use of terminologies such as skill, competence and literacy is omnipresent when aiming to determine educational and qualification standards(recently e.g. Young et al., 2019). Traditionally anchored in Educational Sciences,in Germany other disciplines such as Sports Sciences with its multidisciplinary approaches ranging from e.g. Training Sciences, Movement Sciences and Health Sciences to Social Sciences, add to the respective educational context to suggest sports-related qualification standards (frameworks, guidelines, curricula). InGermany alone, such concentrated expertise has led to a complex netting of terminologies (Gissel, 2013).Set into international discourse, the present considerations refer to the “Framework for Qualification of the German Olympic Sports Confederation” (Syguschet al., 2013 [Rahmenrichtlinien für Qualifizierung des Deutschen Olympischen Sportbundes, DOSB]) as well as to the “Core Curriculum for Secondary Education I in Grammar Schools of North Rhine-Westphalia—Sport” (MSB NRW,2019 [Kernlehrplan für die Sekundarstufe I Gymnasium in Nordrhein-Westfalen—Sport]), not least to allow for a specification and, thus, serve an applied transfer.<br>