Does perceived physical literacy relate to academic achievement in Chinese university students? Insights from a cross-sectional study

Background: Physical literacy (PL) has been increasingly recognized as being associated with health and well-being, yet its association with academic achievement (AA) remains underexplored, particularly in non-Western contexts like China. Purpose: This study examined the association between perceived physical literacy (PPL) and AA among Chinese undergraduate students. Methods: A cross-sectional study was conducted with 4,108 firstyear students from 15 universities across seven cities in China. PL was assessed using the Perceived Physical Literacy Instrument, and AA was measured through students’ cumulative grade point average (GPA). Multiple regression and logistic regression models were used to analyze the association between PPL components and GPA, adjusting for potential confounders (e.g. BMI, parental education, ethnicity, and lifestyle behaviors). Results: Significant associations were observed between components of PPL and AA. Among male students, motivation was the strongest predictor of GPA (B = 0.07, β = 0.56, p < 0.001), while among female students, confidence and physical competence showed the most robust association (B = 0.12, β = 0.49, p < 0.001). Students with high overall PPL demonstrated better AA compared with their low-PPL peers, with adjusted odds ratios of 0.95 for males and 1.38 for females, after controlling for potential confounders. Conclusion: This study highlights the potential of PPL to support the academic development among Chinese undergraduates. Future research should explore longitudinal and interventionbased approaches to establish causal relationships and guide policy development. Impact Statement: This study confirms PL as an important educational asset for Chinese university students, demonstrating its contribution to learning performance rather than functioning solely as a health-related concept. By identifying which aspects ofPL are most influential for academic outcomes, the findings provide actionable guidance for refining physical education pedagogy and strengthening evidence-based curriculum decision-making in higher education.