Bridging Theory and Practice: Exploring University Students’ Perceptions of Physical Literacy Through Practical Applications in Higher Education

The purpose of this study was to evaluate the impact of a physical literacy (PL) course on university students’ perceptions of PL based on Whitehead’s (2010) framework. For the study design, a mixed-methods quasi-experimental design using a convergent parallel approach was used. A total of 52 undergraduate students participated in a seven-week PL course, both theoretical and practical sessions. Quantitative data were collected using the PLAYself instrument and analyzed through descriptive statistics and paired-sample t-tests. Qualitative data were gathered via a qualitative survey and analyzed using reflexive thematic analysis. As a result, the findings revealed significant improvements in students’ participation scores in outdoor and playground environments, as well as increased valuation of physical activity within the university context, as indicated by quantitative data. Although self-description scores improved among students, the change in self-description was not statistically significant. As a Thematic analysis’s results, one theme ‘Holistic Development of PL’ with five codes appeared; ‘social engagement and fun’, ‘heightened self-awareness’, ‘integration of knowledge and action’, ‘development of routine’, and ‘connection with the university space’. The integration of quantitative and qualitative findings suggested that the course fostered both behavioral and cognitive dimensions of PL. In conclusion, these findings emphasize the value of designing university-level PL programs that underscore experiential learning and holistic development, ultimately supporting students’ lifelong engagement in physical activity.