Abstract

This paper brings together evidence from three complementary studies – those with Physical Education (PE) teachers, personal training clients and high-level personal trainers (PTs) - to examine how Physical Literacy (PL) is currently supported from childhood to adulthood, leveraging exercise literacy as a valuable new component. PL includes the motivation, confidence, physical competence and knowledge needed to sustain meaningful physical activity across the lifespan. In Serbia, however, PE teachers’ philosophies and classroom practices appear misaligned. Qualitative findings show that although teachers value wellbeing, enjoyment and long-term habit formation, lessons largely remain traditional and performance focused, dominated by teacher-led instructional formats. Opportunities for autonomy, creativity and student-centred learning are limited, restricting pupils’ development of self-directed capabilities that support lifelong activity. In adulthood, PL is expressed differently. A cross-sectional survey of personal training clients and qualitative interviews with high-level Serbian PTs indicate that adults rely heavily on psychosocial support, flexible coaching approaches and a mix of intrinsic and extrinsic motivating factors. Clients value relational qualities, professional dedication and the trainer’s ability to individualise the process without unnecessary demands. Consistent with evidence that effort often precedes motivation, trainers reported that early, manageable successes are crucial for building confidence and adherence. The synthesis of the three studies highlights a fragmented developmental pathway and highlights the need for a lifespan-aligned approach to PL in Serbia, supported by curriculum reform, improved teacher preparation and strengthened professional development for PTs with the introduction of ‘exercise literacy’ concept.