The physical literacy promoting university: an organisational conceptual framework

Universities represent significant settings for shaping lifelong health- and physical activity-related behaviours and predispositions among their members. Existing research on physical literacy (PL), a multi-dimensional concept supporting an active and healthy lifestyle across the lifespan, has primarily focused on individual-based interventions rather than addressing the organisational context for PL promotion in universities. Therefore, the goal of the present article is to introduce the framework of the Physical Literacy Promoting University (PLPU) for embedding and fostering PL within the university setting from an organisational perspective. The framework was inspired by and structured according to an iterative, theory-guided conceptual framework development process, combining literature on PL promotion in university settings, organisational health literacy, and sociological systems theory. The organisational theoretical part of systems theory served as the overarching foundation, conceptualising universities as decision-based organisations. Building on these insights, central objectives and organisational components of a PLPU were identified through an iterative reflection and collaborative process. Universities can facilitate the systematic and sustainable integration of PL into their structures and processes by addressing five key components and their respective objectives: (1) recognising all members as dual actors in fostering and embedding PL; (2) aligning decision programmes, structures, and resources to embed and sustain PL; (3) ensuring coherent PL-related communication, decision-making, and task allocation; (4) establishing a PL-supportive campus culture; and (5) observing environmental developments and building relations with external stakeholders. By introducing the PLPU framework, this paper provides a foundation for settings-based public health strategies to integrate and foster PL within universities.