Physical Literacy Dimensions in University Students and their Relations with Present and Past Physical Activity: An Exploratory, Observational Study

Abstract

Physical literacy (PL), a multidimensional construct including motivation, confidence and motor competence, creation of opportunities to practice, knowledge and body image, has been identified as a key-factor contributing to a more active population. This exploratory, observational study analyzes the association between the different dimensions of PL and explores the association of those dimensions with the current and past level of physical activity (PA). A total of 326 university students (55.8% female) aged between 18 and 54 years (M = 21.80, SD = 3.59) participated in this study. Psychometric indicators were used to measure PL dimensions, IPAQ to assess the current level of PA and previous experience in Physical Education (PE) was assessed through indicators such as grade, participation and perception of importance. Bivariate correlational analysis results indicate a positive association, from medium to high magnitude, between all PL dimensions (p's<0.01), except for knowledge. Most PL dimensions and total score were associated with total PA (p<0.01) and vigorous PA with medium or low magnitude. Only the dimension of opportunities was associated with walking (p<0.01), despite its low magnitude. The perception of importance of PE classes was associated with all PL dimensions (p<0.05), with the exception of knowledge, with varying magnitudes. Associations did not reveal any relevant change after statistical adjustment for gender, age and academic course area. Conclusions: PL is a fundamental construct to be investigated from a populational perspective, given its relationship with PA. This investigation made a first contribution by exploring the potential of PL indicators adapted for epidemiological studies. Future research is needed to validate the questionnaire and assess the potential role of the knowledge dimension (not significant in this study).