摘要：Physical literacy (PL) has become a prominent concept in education and sport, particularly within Canada. While the term PL has been used for two decades, many researchers still operationalize the construct differently. Objective: The purpose of this study was to explore the experiences of those leading university-based PL programs in Canada. The objectives in this study were to gain insights into the: (1) approaches used for delivering PL programs; and (2) strengths/challenges of delivering university-based PL programs. Methods: Participants who were directly involved in PL programming at the post-secondary level were recruited for semi-structured one-on-one interviews. Data were analyzed using thematic analysis. Results/Discussion: Two main concepts were discovered: conceptualization and implementation. It became clear that the ideological origins of those developing and leading the programs played a crucial role in how PL is conceptualized. Lack of transparency in the theoretical underpinnings of PL has lead to differences in PL programs.
