University students’ perceptions and understanding of physical literacy: an exploratory study in Cyprus

Abstract

Introduction
Physical literacy, defined as an individual’s relationship with physical activity, has significantly permeated policy and practice discussions across diverse global contexts (Bailey, 2022; IPLA, 2017; Spengler & Cohen, 2015). Despite its significance, a gap exists in understanding how university students perceive the potential application of physical
literacy in educational settings. In line with the increasing global emphasis on physical literacy, our study aimed to examine the perceptions and understanding of pre-service Physical Education teachers regarding this concept.

Method
A qualitative approach was employed, involving five focus groups with 21 university students enrolled in Sports and Exercise Science programs. Prior to participation, all students provided informed consent, ensuring they were fully aware of the study’s purpose and procedures. The focus groups were guided by a semi-structured interview protocol,
including questions that covered various aspects of physical literacy, including its definition, perceived importance, and practical application in educational settings. Each session was facilitated by experienced researchers who followed the semi-structured interview guide to ensure consistency across all groups. The discussions were audio-recorded with
the consent of the participants; the audio recordings were transcribed verbatim. A thematic analysis approach was employed to analyse the data, identifying key themes and patterns related to the students’ perceptions and suggestions regarding physical literacy.

Results and Discussion
The analysis revealed that students perceive physical literacy as a multifaceted concept involving skill-building, knowledge acquisition, practical implementation, and lifelong engagement with physical activity. Participants emphasised the cognitive and physical dimensions of physical literacy, highlighting its importance in educational and cultural contexts. The analysis identified key themes: the cognitive aspect of physical literacy (7 interviewees), its role in education (5 interviewees), lifelong physical activity (4 interviewees), practical implementation (4 interviewees), skill building (2 interviewees), and cultural influence (1 interviewee). These findings suggest a broad and varied
understanding of physical literacy, reflecting its diverse applicability and the significant role of educational and cultural environments in shaping this understanding. The implications for practice include the need for a holistic approach to physical literacy in educational settings, integrating cognitive, behavioural, and practical aspects to cultivate lifelong engagement in physical activity. However, challenges in integrating physical literacy into curricula and the need for clearer policy guidance were also identified.

Conclusion
The findings suggest a satisfactory understanding of physical literacy among university students, with notable gaps in practical application. Addressing these gaps through targeted educational strategies and professional development can enhance the effective incorporation of physical literacy principles in educational settings. Future research should focus on developing targeted educational strategies and professional development to enhance the effective incorporation of physical literacy principles.