Mapping Physical Literacy in Czech Future Physical Education Teachers – a Time Trend Study

Abstract

Abstract To facilitate the dissemination of physical literacy (PL), prioritizing its integration in the education of future physical education (PE) teachers is imperative. This study focuses on assessing the PL levels of university students enrolled in PE programs who have participated in a dedicated workshop on PL to understand its significance and its attributes. Utilizing the Czech version of the PLAYself questionnaire administered in a pencil-and-paper format, data were collected from 350 participants between 2017 and 2023, excluding the year 2020 due to the COVID-19 pandemic. Analysis revealed varying levels of confidence among students regarding physical activity (PA) across different environments, with outdoor activities garnering the highest confidence (71.5%) and activities on ice demonstrating the lowest (52.9%). While most students recognize the importance of being physically active for their health and well-being (96%), there exists a conscious acknowledgement of the necessity to refine movement skills, despite innate abilities (74.7%). Interestingly, students exhibit lower confidence levels within group settings, with only 32.8% perceiving themselves as the most proficient in PA among peers. Furthermore, the perceived importance of PL surpasses that of literacy and numeracy, particularly within family, school, and peer contexts. A minority of students (13.7%) feel inadequately physically fit to engage in desired PAs. These findings underscore the significance of bolstering students’ confidence in PA participation, as it correlates positively with their future academic performance. This study emphasizes the pivotal role of education in fostering a culture of PL among future educators and their influence on shaping the PL of subsequent generations.