Abstract
BACKGROUND: Health literacy among college students majoring in kinesiology is higher than that among students in other majors. However, the structure of interactive health literacy is poorly understood, which may affect overall health literacy. Despite existing research on health literacy, studies targeting college students majoring in kinesiology are scarce, and a gap remains in translating study results into practical strategies. Therefore, this study constructed a theoretical model of interactive health literacy among college students majoring in kinesiology. METHODS: Qualitative data were collected from online posts, a literature review, and semi-structured interviews with 11 college students majoring in kinesiology, physical education teachers, and six physical fitness experts in China. Participants were selected using purposive sampling. Interview questions focused on participants' perceptions of the structure and characteristics of interactive health literacy among college students majoring in kinesiology. Data were analyzed based on the grounded theory. RESULTS: The analysis derived three categories with eight subcategories, 60 concepts, and 288 labels. The categories and subcategories were harnessing health information (comprising obtaining health information and comprehending health information), promoting health interactions (comprising perceiving health functions, shaping health awareness, and participating in health communication), and addressing health problems (comprising forming health motivation, making healthy decisions, and practicing healthy living). CONCLUSIONS: College students majoring in kinesiology in China exhibited unique trends in interactive health literacy compared to students in other countries. Further large-scale surveys are required to revise and validate the initial exploration of perceptions and investigate the structural system of interactive health literacy in various groups.