Physical literacy across years of study: evidence from Slovenian higher education

Physical literacy is increasingly conceptualized as a multidimensional and lifelong construct integrating physical competence, motivation, confidence, knowledge, understanding, and behavioral engagement in physical activity. Although the construct has been widely examined among children and adolescents, less is known about differences in physical literacy across years of higher education.

This cross-sectional study investigated whether year of study is associated with differences in physical literacy domains among Slovenian university students. A total of 302 students enrolled in the first to fourth years of study at Slovenian higher education institutions completed the Slovenian 41-item adaptation of the College Student Physical Literacy Questionnaire. One-way ANOVA and Scheffe post-hoc tests were used to examine differences across study years.

The largest differences were observed in the Cognitive Domain, followed by cognition of physical activity and cognition of healthy lifestyle. Significant differences were also found for physical activity, motivation to participate in physical activity, and the Behavioral Domain. In contrast, no significant differences were observed for the Physical Domain, Emotional Domain, sedentary behavior, or confidence. Post-hoc analyses indicated that the most consistent differences occurred between first- and second-year students.

The findings suggest that differences across years of university study are primarily evident in cognitive and behavioral components of physical literacy, whereas perceived physical competence and emotional components remain comparatively stable. Universities may therefore represent important settings for supporting lifelong physical literacy through curricular and extracurricular strategies that strengthen knowledge, awareness, motivation, and active behavioral engagement.