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Background Physical literacy has been increasingly recognized as a foundational capability that supports lifelong engagement in physical activity and positive health outcomes. However, the structural relationships among PL, PA, and well-being remain insufficiently examined in university populations. This study investigated the direct and indirect associations among physical literacy, physical activity, and well-being in South Korean university students. Methods A cross-sectional survey was conducted with 361 undergraduate students. Physical literacy was measured using the Perceived Physical Literacy Instrument, physical activity was assessed using the International Physical Activity Questionnaire–Short Form, and well-being was measured using the Mental Health Continuum–Short Form. Confirmatory factor analysis and structural equation modeling were performed to examine the hypothesized relationships. Indirect effects were tested using bootstrapping procedures. Results Physical literacy showed a significant association with physical activity ( β = 0.49, p 0.001) and well-being ( β = 0.62, p 0.001). However, physical activity was not significantly associated with well-being ( β = 0.03, p = 0.548), and the indirect pathway from physical literacy to well-being through physical activity was not significant ( β = 0.02, p = 0.655). Conclusions Physical literacy appears to function not only as a correlate of physical activity but also as a psychosocial resource associated with well-being among university students. Promoting physical literacy in higher education settings may support students' psychological health and active lifestyles.
Choi et al. (Tue,) studied this question.