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Associations among physical literacy, physical activity, and well-being in South Korean university students: a
1Department of Physical Education, Kyungpook National University, Daegu, Republic of Korea.
Background:
Physical literacy has been increasingly recognized as a foundational capability that supports lifelong engagement in physical activity and positive health outcomes. However, the structural relationships among PL, PA, and well-being remain insufficiently examined in university populations. This study investigated the direct and indirect associations among physical literacy, physical activity, and well-being in South Korean university students.
Methods:
A cross-sectional survey was conducted with 361 undergraduate students. Physical literacy was measured using the Perceived Physical Literacy Instrument, physical activity was assessed using the International Physical Activity Questionnaire-Short Form, and well-being was measured using the Mental Health Continuum-Short Form. Confirmatory factor analysis and structural equation modeling were performed to examine the hypothesized relationships. Indirect effects were tested using bootstrapping procedures.
Results:
Physical literacy showed a significant association with physical activity (β = 0.49, p < 0.001) and well-being (β = 0.62, p < 0.001). However, physical activity was not significantly associated with well-being (β = 0.03, p = 0.548), and the indirect pathway from physical literacy to well-being through physical activity was not significant (β = 0.02, p = 0.655).
Conclusions:
Physical literacy appears to function not only as a correlate of physical activity but also as a psychosocial resource associated with well-being among university students. Promoting physical literacy in higher education settings may support students' psychological health and active lifestyles.
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