Abstract

This exploratory study investigates the perceptions and understanding of physical literacy among university students in Cyprus, with a focus on those training to become physical education teachers. Despite the growing global emphasis on physical literacy as essential for promoting lifelong health and well-being, its conceptualisation and application in Cyprus remain underexplored. Using qualitative methods, five focus groups comprising 21 students from Sports and Exercise Science programs were conducted. Thematic analysis revealed that students perceive physical literacy as a multifaceted concept encompassing cognitive aspects, practical implementation, and lifelong engagement with physical activity. Participants highlighted the significant role of educational settings and cultural environments in shaping their understanding of physical literacy. The study also explored students’ familiarity with the philosophical underpinnings of physical literacy, such as monism, existentialism, and phenomenology. Results indicated varied levels of understanding, suggesting the need for enhanced educational strategies to integrate these philosophical concepts into university curricula. Additionally, the study examined the perceived differences between physical education and physical literacy, identifying physical literacy as a broader, more theoretical construct that includes cognitive and behavioural dimensions beyond the practical focus of traditional Physical Education subject. These findings underscore the necessity for targeted training and professional development to improve the understanding of physical literacy among prospective Physical Education teachers. The study contributes to the existing literature by highlighting the gaps and opportunities in promoting physical literacy within the context of higher education in Cyprus.