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

over three seasons would gradually eliminate the gap in students’ skill levels [39]. It implies that the improvement effect of students with low skill levels is higher than that of students with high skill levels. Farias et al. investigated students’ game-play development using hybrid SEM-SGA, revealing improvements in most game variables (such as "serving," "receiving," and "setting") and the "game performance index" [45]. Cognitive Learning: Arau´jo et al. studied students’ pedagogical content knowledge of coaches using hybrid SEM-SGA, demonstrating the effectiveness of SEM-SGA in enhancing students’ coaches’ pedagogical content knowledge [38]. Arau´jo et al. proposed that students’ tactical understanding during hybrid SEM-SGA instruction significantly improved [40]. Farias et al. investigated the specialized content knowledge (SCK) of pre-service teachers using hybrid SEM-SGA, revealing a significant improvement in pre-service teachers’ SCK over time [45]. Affective Learning and Social Learning: Existing research suggests that hybrid SEM-SGA benefits students in terms of cognitive learning, affective learning, and social learning out- comes. Silva et al. conducted a unique survey analysis of pre-service teachers using hybrid SEM-SGA, employing inductive and deductive theme analysis. The results showed that the use of this hybrid approach helped teachers act as facilitators of learning, increased students’ levels of responsibility for their learning experiences, promoted students’ autonomy and sense of

active control over classroom activities, facilitated the development of student’s abilities and volleyball fundamental knowledge, and increased their interest and engagement in physical education [60]. 3.6.3 The impact of hybrid SEM-TPSR on students’ learning outcomes. Existing research indicates that hybrid SEM-TPSR benefits students in terms of motor learning and social learning outcomes. Hastie & Buchanan concluded that hybrid SEM-TPSR allows achievement in a powerful triad of goals-motor skill competence, social responsibility, and personal empowerment [52]. Menendez-Santurio & Fernandez-Rio conducted hybrid SEM-TPSR teaching targeting students with disabilities and found that it helped them and their peers establish connections both inside and outside the classroom [34]. This result seems to broaden the range of beneficiaries. At the same time, it enriches the future research direc- tion. The results of Fernandez-Rio & Menendez-Santurio’s study indicated that SEM-TPSR significantly enhances students’ responsibility and exercise self-efficacy [32]. 3.6.4 The impact of hybrid SEM-IGCM on students’ learning outcomes. Existing research indicates that hybrid SEM-IGCM benefits students in terms of motor learning, cogni- tive learning, and social learning outcomes. Motor Learning and Social Learning: Mesquita et al. provided students with opportunities to improve skill execution and tactical decision-making through a hybrid SEM-IGCM soccer unit. Furthermore, inclusive participation had a strong impact on learning for girls and stu-

dents with lower skill levels [56]. Farias et al. concluded that hybrid SEM-IGCM promoted improvements in students’ soccer game performance and understanding, increasing the corre- lation between the two concepts [43]. Farias et al. examined game performance in three conse- cutive basketball, handball, and soccer units based on the hybrid SEM-IGCM model. The results showed significant improvements in game performance for handball and soccer units, but not for basketball. This means that hybrid PMs may have different effects on different sports. However, when breaking down game performance into tactical structure indicators, improvements were observed in all seasons. The correlation between tactical structure indica- tors and game performance increased over time. The predictive model of game performance improvement demonstrated correlations with expanded team contextual features, coordinated interpersonal dynamics in the game, the nature of peer teaching mediation, and the game for- mat [44]. 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 14 / 22