# Between words and practice: a qualitative exploration of physical literacy understanding and application

## TL;DR

This study explores how Serbian physical education teachers understand and apply the concept of physical literacy, revealing a gap between holistic ideals and traditional teaching practices.

## Contribution

The study provides new insights into the understanding and application of physical literacy in Serbia, where it is not part of the curriculum or policy.

## Key findings

- Teachers described physical literacy in holistic terms but focused predominantly on physical competence.
- Traditional teaching practices dominated, emphasizing drills and discipline over student autonomy and creativity.
- Pre-service teachers emphasized discipline as a prerequisite for learning, with few advocating student-centered approaches.

## Abstract

Physical literacy (PL) has become an internationally recognised framework for promoting lifelong physical activity, yet its interpretation and application remain inconsistent across different contexts. In Serbia, where Physical Education (PE) is historically performance-driven and PL is absent from curricula and policy, little is known about how teachers understand and apply the concept. This qualitative study explored the philosophies and practices of Serbian PE teachers (in-service, n = 20; pre-service, n = 11) through semi-structured interviews applying deductive thematic analysis in relation to the core elements of PL informed by the IPLA's definition (2017). Findings show that although PL was largely unheard of, it was commonly described in ways that captured its holistic dimensions of health, motivation, and lifelong engagement, albeit with a predominant focus on physical competence. Participants expressed positive aspirations for PE as a subject, frequently emphasising values such as pupil wellbeing, enjoyment, and long-term habit formation. However, practical accounts were dominated by traditional, teacher-led lessons focused on drills, discipline, and technical performance, with student autonomy and creativity rarely depicted. For pre-service teachers, discipline emerged as a central expectation, with compliance and order described as prerequisites for learning with few participants articulating student-centred practices. Overall, the findings highlight a clear gap between PL-aligned holistic philosophy and traditional practice. Addressing this gap through curriculum reform, teacher education, and professional development is crucial if PL is to be meaningfully embedded in Serbian PE and positively influence pupils’ confidence, autonomy, and lifelong activity.