In the context of educational reform oriented toward holistic human development, physical education culture is increasingly recognized as an important component of school culture, contributing to the development of healthy lifestyles, discipline, and responsibility among learners. This study examines the theoretical and practical foundations of physical education culture development in Vietnamese schools through the perspectives of school culture governance and holistic education. It employs document analysis and synthesis, policy analysis, comparative methods, and descriptive statistics, together with a survey of 155 administrators, lecturers, and students at five universities in Ho Chi Minh City. The findings indicate that most respondents positively assess the role of physical education culture in learners' holistic development. However, the integration of physical education activities into school culture remains uneven. The most prominent influencing factors include institutional leadership commitment, development policies, faculty competencies, learning environments, and learner participation. Accordingly, the study proposes cultural governance as the central mechanism for integrating physical education into institutional development strategies, creating school environments that encourage physical activity, and fostering sustainable cultural values. The findings contribute to the theoretical understanding of physical education culture and provide a scholarly basis for policymaking, governance, and the organization of physical education activities in Vietnamese educational institutions.