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It is important to identify suitable parameters to measure and assess the quality of physical education. This paper aims to understand such measuring tool by focusing on professional perceptions and areas of concern of quality physical education (QPE). The research survey includes data gathered from 799 professionals in 11 cities in Asia. These professionals had experience working at primary schools (n = 155), secondary schools (n = 249), and universities (n = 395). To examine professional perceptions of quality physical education, at the preliminary stage of this study, 65 potential items were identified; of these, 48 items on 8 dimensions were retained, following an exploratory factor analysis. The 8 dimensions covered skill development and bodily awareness (α =.935), facilities and norms in PE (α =.932), quality teaching of PE (α =.923), plans for feasibility and accessibility of PE (α =.824), social norms and cultural practice (α =.825), governmental input for PE (α =.859), cognitive skills development (α =.920), and habituated behaviour in physical activities (α =.933). These factors indicated excellent internal consistency and model fit, enabling the construction of highly relevant statements to measure professional perceptions of QPE.