Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students’ physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students’ physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (±1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.

目的：这项前瞻性队列研究调查了大学体育教育的在线和混合教学对学生体育素养相关相关因素的影响。为了避免大流行，该大学决定通过视频会议或混合模式提供在线课程。与面对面的教学相比，这些形式可能会强烈影响学生在成年早期的身体素养之旅。方法： 1,738 名年龄为 18.52 岁 (±1.29) 的学生（42% 男性和 58% 女性）对不同课程的三阶段在线调查进行了回应。结果：结构方程模型确定动机和身体活动水平与身体能力、知识和理解呈负相关。进一步的重复测量分析认识到动机缺失的相互作用效应。结果表明，在线教学模式的参与者可能会比混合模式的参与者遇到学习困境。结论：在实践中，应加强培养动机和身体能力的体育素养教学策略。