Author(s): HORVÁTH, C., Institution: ESZTERHÁZY KÁROLY CATHOLIC UNIVERSITY, Country: HUNGARY, Abstract-ID: 557

Introduction
Functional health literacy – the ability to access, understand, and apply health-related information – is essential for informed decision-making. Although assessed using both objective and self-report measures, these approaches are rarely combined. Little is known about how objectively measured and self-perceived functional health literacy relate to pedagogical and emotional experiences in secondary school physical education (PE). This study examined associations between combined functional health literacy profiles and experiences related to PE and school-based recognition of sport performance.
Methods
This cross-sectional study included 314 university students. Functional health literacy was assessed using the Newest Vital Sign and the BRIEF Health Literacy Screening Tool. Four profiles were identified: concordant low (n=86), concordant high (n=52), overconfident (n=162), and underconfident (n=14). Participants retrospectively evaluated secondary school PE experiences, including teacher-related perceptions, enjoyment of PE classes, perceived recognition of sport performance, and sport participation. Associations were analysed using chi-square tests and Cramer’s V.
Results
Significant associations were found between functional health literacy profiles and respect for the PE teacher (χ²(12)=25.03, p=0.015, V=0.163), enjoyment of PE classes (χ²(12)=23.09, p=0.027, V=0.157), and liking of the PE teacher (χ²(12)=23.11, p=0.027, V=0.157). Perceived school-based recognition of sport performance was also significantly associated with health literacy profiles (χ²(12)=21.55, p=0.043, V=0.151). In these cases, higher evaluation categories more frequently included profiles indicating adequate objectively measured functional health literacy (concordant high and underconfident). In contrast, neither current sport participation status (χ²(9)=10.30, p=0.327) nor extracurricular sport participation during secondary school (χ²(9)=7.24, p=0.613) showed significant associations with functional health literacy profiles.
Discussion
The findings suggest that functional health literacy is more closely associated with pedagogical and emotional experiences in physical education than with the frequency or intensity of sport participation. Positive teacher–student relationships, enjoyment of PE classes, and perceived recognition of sport performance were more often linked to adequate functional health literacy, regardless of self-perceived competence. These results indicate that the pedagogical environment of physical education may provide a key context for the development of functional health literacy. Overall, the findings highlight the importance of pedagogical climate beyond physical activity exposure and underscore the value of combining objective and self-report assessment approaches.