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

enhances the learning plans and sports skills taught during the season. This hybrid approach allows students to improve skill acquisition and game performance [39, 43, 56]. 4.6 The impact of hybrid SEM-SEL, SEM-SPRM, and SEM-CL-HBPE on students’ learning outcomes The hybrid models of SEM-SEL, SEM-SPRM, and SEM-CL-HBPE facilitate the development of students’ sociological and affective learning abilities [29, 40]. The emphasis on cooperative learning and student engagement in these models likely contributes to their positive impact. SEM’s stable teams create a consistent platform for fostering social skills through collaborative learning [70], while HBPE promotes healthy lifestyles, motivating team members to prioritize physical well-being [71]. This group teaching approach enhances students’ ability to work within teams, improving social relationships. However, further research is needed due to the limited evidence in the literature. Additionally, in SEM-SPRM, performance tests for standing long jump and speed and agil- ity did not show significant improvement, whereas the traditional teaching group demon- strated significant enhancement. This suggests a need for further clarification on the compatibility of SEM and SEL hybrids [3]. 4.7 Implementation limitations and future applications First of all, since the premise of hybrid PM is that teachers have a comprehensive understand- ing of the theories, methods, and procedures of each mode and have teaching experience in implementing them, this creates major obstacles and challenges for pre-service teachers [34,

48, 61]. At the same time, teachers need to accurately select suitable hybrid pedagogical models (PMs) based on teaching needs. The implementation of hybrid PMs often centers around the six key features of the Sport Education Model (SEM). Teachers must repeatedly emphasize basic team agreements, individual roles, and how to conduct independent team activities. This focus can sometimes reduce the time available for the instructional content of the other teach- ing model, which may impact the overall progress of the class [53]. Therefore, in the future application of hybrid PMs, it is important to strengthen the early training of PE teachers on the use of hybridization. This training should include a focus on maintaining model fidelity, ensuring that teachers can accurately and consistently implement the hybrid models as intended. Without this fidelity, the benefits of hybrid PMs may not be fully realized, and the variability in implementation could lead to inconsistent outcomes. PE teachers should accu- rately understand student needs, consider the most suitable hybrid PM, and master the two PMs in hybridization. If implementation challenges arise or teaching progress is hindered, selecting one model may be advisable. Moreover, proficient teachers should adjust teaching content and tasks according to students’ skill levels to optimize learning outcomes. 5. Conclusion This review examines hybrid pedagogical models (PMs) integrated with SEM to optimize stu- dents’ learning outcomes. It identifies seven hybrid PMs, primarily composed of two models,

with the blend of SEM and Teaching Games for Understanding (TGfU) emerging as the main- stream in current research. SEM serves as the foundational structure, creating a stable frame- work for these hybrids, referred to as "SEM + 1 models." These hybrids have shown positive effects on enhancing students’ learning outcomes across various domains. While the motiva- tional aspects of these models contribute to improved learning outcomes, evidence for some hybrid models remains limited. Future research should focus on exploring diverse interven- tions and addressing issues related to teaching coherence and teacher competence. Ensuring 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 17 / 22