This study examined the effects of physical literacy on major identity and intention to participate in the transmission and dissemination of Korean traditional dance among undergraduate students majoring in traditional dance. Participants were 263 students enrolled in Korean traditional dance programs. The survey instrument consisted of 16 items on physical literacy, including perceived physical competence, movement confidence, participation motivation, and self-management knowledge, as well as 5 items on major identity and 6 items on intention to participate in transmission and dissemination. Data were analyzed using frequency analysis, reliability analysis, confirmatory factor analysis, and structural equation modeling. The findings were as follows. The proposed model was supported across all hypothesized paths. First, physical literacy had a significant positive effect on major identity. Second, physical literacy had a significant positive effect on intention to participate in the transmission and dissemination of Korean traditional dance. Third, major identity had a significant positive effect on intention to participate in transmission and dissemination. These results indicate that body-based competence and the formation of major identity are important antecedents in fostering future agents of transmission and dissemination in Korean traditional dance. This study provides empirical evidence for designing educational curricula and practice-based programs that strengthen both physical literacy and major identity in order to promote sustainable participation in the transmission and dissemination of Korean traditional dance.
Hyo-Min Jeong (Thu,) studied this question.