Serbian physical education teachers say they want students to build confidence, motivation, and lifelong healthy habits. But CUPEST new study published in Frontiers in Sports and Active reveals gap in Serbian physical education.
Researchers from the University of Lancashire and Serbian institutions interviewed 31 in-service and pre-service PE teachers and uncovered a consistent gap between philosophy and practice. While most educators spoke passionately about holistic development and wellbeing, their lesson descriptions remained rooted in rigid, drill-based instruction.
Physical literacy is the idea that children should develop the competence, confidence, and motivation to stay active for life. This is increasingly viewed as a cornerstone of modern education systems worldwide. If classroom practice doesn't reflect those principles, schools risk producing technically competent pupils who lack autonomy, creativity, or a lasting desire to move.
Strikingly, most teachers in the study had never formally encountered the term "physical literacy." Yet they described goals closely aligned with it: nurturing healthy habits, encouraging enjoyment, and supporting lifelong participation in sport and activity. The problem emerged in the detail. Lessons were typically structured around warm-ups, repetitive technical drills, and tightly controlled activities, with games often framed as rewards rather than learning tools. Only a small group of teachers—primarily those with international experience—described more student-centred approaches that gave pupils meaningful choice and responsibility
"Teachers clearly value lifelong health and motivation," said lead author Ivan Curovic. "But long-standing performance traditions still shape everyday teaching."
He added, "If physical literacy is to be embedded meaningfully, teacher education and curriculum reform must bridge the gap between what educators believe and what they actually do."
Editor: Bashir Mehvish
First-Round Review Editor: Guo Enkai
Second-Round Review Editor: Peng Xiyang
