Optimizing learning outcomes in physical education: A comprehensive systematic review of hybrid pedagogical models integrated with the Sport Education Model

increase in students’ input, praise for autonomous behavior, perceived competence, and enjoy- ment [47]. Two additional articles from their team, published in the same year, added compar- isons between students of different genders, highlighting a larger effect size in girls, emphasizing the importance of TGFU/SEM units in improving student motivation outcomes, especially for girls [51, 55]. Additionally, Garcı´a-Gonza´lez et al. studied the impact of hybrid SEM-TGFU on students at different Relative Autonomy Index (RAI) levels, emphasizing a larger effect size in "medium" or "low" level students, although SEM-TGFU units in volleyball teaching were beneficial to students at all three levels [4]. The results of Buendı´a et al.’s study showed a significant difference in improving student enjoyment with SEM-TGFU [42]. Pan et al. found that SEM-TGFU had positive learning effects on students’ motivation, enjoyment of physical activity, sense of responsibility, and game performance, surpassing the effects of the TGFU model [58]. 3.6.2 The impact of hybrid SEM-SGA on students’ learning outcomes. Existing research indicates that hybrid SEM-TGFU benefits students in terms of motor learning, cogni- tive learning, affective learning, and social learning outcomes. Motor Learning: Arau´jo et al. conducted three assessments of game performance using hybrid SEM-SGA for students of different genders and skill levels. The results showed improvement in all indicators of game performance, including game performance, game

involvement, decision making, adjustment, skill efficiency, and skill efficacy, for both boys and girls from pre-test to post-test. Additionally, students with lower skill levels gained greater ben- efits, and there were no significant changes in all indicators between the post-test and retention test [37]. This reinforces the idea that the implementation of this hybrid approach in the future should be adjusted based on different skill levels in terms of content and learning tasks. Arau´jo et al. applied hybrid SEM-SGA to study the long-term development of students’ volleyball play performance over three years. The results of the survey showed an improvement in the play performance levels of all 18 students, and the study also concluded that the implementation Table 2. (Continued) Author(s)/Date Description of PM Hybridizations Characteristics of the Participants Reasonable Design of the Study Detailed Data Collection Detailed Data Analysis Validity and Reliability Inclusion of Models’ Fidelity Report of Learning Outcomes Discussion of Results quality score level of evidence Menendez & Fernandez-Rio (2017) [34] 1 1 1 1 1 0 0 1 1 7 High Mesquita et al. (2012) [56] 1 1 1 1 1 1 0 1 1 8 High Oliveros & Fernandez-Rio (2022) [57] 1 1 1 1 1 1 0 1 1 8 High Pan et al. (2023) [58] 1 1 1 1 1 1 1 1 1 9 High Quiñonero- Martı´nez et al. (2023) [59] 1 1 1 1 1 0 0 1 1 7 High Silva et al. (2022) [60] 1 1 1 1 1 0 0 1 1 7 High Stran et al. (2012) [61] 1 1 1 1 1 0 1 1 1 8 High Wei et al. (2020) [62]

1 1 1 1 1 0 0 1 1 7 High https://doi.org/10.1371/journal.pone.0311957.t002 PLOS ONE A systematic review of hybrid pedagogical models integrated with Sport Education Model PLOS ONE | https://doi.org/10.1371/journal.pone.0311957 December 4, 2024 13 / 22