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

authentic sporting events through various roles [9]. However, SEM may not sufficiently address tactical understanding and skill development [65]. TGfU, on the other hand, fills this gap by focusing on game-based learning, tactical awareness, and skill execution through a structured approach [66]. By integrating TGfU’s instructional steps into SEM’s framework, students gain a more comprehensive understanding of sports, which includes both the organi- zational structure and tactical execution [46]. Lastly, the motivational aspects of the hybrid SEM-TGfU model further enhance student engagement. Both models encourage cooperative learning, which fosters a positive team envi- ronment and supports improved decision-making, game performance, and overall involve- ment [67]. This approach also reduces sedentary behavior, increases physical activity, and positively influences students’ motivation, enjoyment, and sense of responsibility [45, 68]. 4.3 The impact of hybrid SEM-SGA on students’ learning outcomes In addition to research on hybrid SEM-TGFU, there is a relatively significant amount of research on SEM-SGA. SAG emphasizes providing students with an appropriate framework for the development of tactical and technical skills in net sports to ensure the success of the game [37, 56]. Combining SEM with SGA retains SEM’s core elements such as stable teams, formal com- petition, and role-playing, while integrating SGA’s learning tasks and sports skills taught dur- ing the season. This combination enables students to enhance the acquisition of motor skills

and performance in the game [37, 39, 45]. The primary purpose of this hybrid is also to address SEM’s lack of specific teaching strategies to cultivate students’ tactical competence [37]. 4.4 The impact of hybrid SEM-TPSR on students’ learning outcomes The integration of TPSR with SEM leverages SEM’s six characteristics (seasons, affiliation, for- mal competition, culminating event, record keeping, and festivity) to provide a structured and authentic learning environment. SEM-TPSR encourages cooperation, self-esteem develop- ment, and sustained social interactions [34]. This hybrid model supports students’ autonomy and responsibility, fostering attention to their rights, feelings, and the needs of others [32, 34]. In investigating how SEM functions as a foundational model, it becomes clear that the orga- nizational strengths of SEM complement TPSR’s focus on personal and social responsibility. This synergy addresses key factors supporting their integration, such as shared theoretical foundations and mutual reinforcement of learning outcomes. Consequently, SEM-TPSR opti- mizes learning outcomes by promoting interpersonal skills, social responsibility, and overall student motivation [10, 33, 69]. 4.5 The impact of hybrid SEM-IGCM on students’ learning outcomes SEM-IGCM is also a prevalent choice in hybrid teaching due to its alignment with constructiv- ist principles and the complementary strengths of both models. The Invasion Game Compe- tence Model (IGCM), like the Step-Game Approach (SGA) and Teaching Personal and Social

Responsibility (TPSR), originates from Teaching Games for Understanding (TGfU) and is rooted in constructivist learning theory and game theory. IGCM focuses on game-centered approaches, emphasizing structured planning, the development of tactical skills, decision- making, and skill execution in invasion sports. It provides a comprehensive framework for assessing competence in invasion games, considering overall game performance and participation. When combined with the Sport Education Model (SEM), IGCM benefits from SEM’s struc- tured framework, including stable teams, formal competitions, and role-playing, while IGCM 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 16 / 22