Between Words and Practice: A Qualitative Exploration of Physical Literacy Understanding and Application

Ivan Curovic^1*David Grecic²Aleksandar Lekic³Dejan Suzovic⁴Lazar Toskic^5,6Igor Curovic⁷

• ¹School of Health, Social Work and Sport; Institute of Coaching & Performance (ICaP), University of Lancashire, Preston, United Kingdom
• ²Institute for Behaviour, Sport and Rehabilitation, University of Lancashire, Preston, United Kingdom
• ³School of Health, Social Work and Sport, University of Lancashire, Preston, United Kingdom
• ⁴Faculty of Sport and Physical Education, University of Belgrade, Belgrade, Serbia
• ⁵Faculty of Sport and Physical Education, University of Pristina in Kosovska Mitrovica, Leposavic, Serbia
• ⁶Faculty of Sport, University “Union -Nikola Tesla”, Belgrade, Serbia
• ⁷Judo Club Partizan, Belgrade, Serbia

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 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.