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

2.2 Data sources and search strategy On December 3, 2024, a search of four electronic databases, namely Web of Science, EBSCO host, PubMed, and SCOPUS, was conducted to identify relevant articles on the topic. Previous reviews [3, 35] were consulted to guide the formulation of the search strategy, with keywords and Boolean operators considered both individually and in combination during the search across the four databases (see S1 Table). The search employed terms and operators such as "Sport Education," "pedagogical model," "curriculum model," "instructional models," "physical education," "hybrid*," "Integrate*," and "combine*." Additionally, a manual search of Google Scholar was performed to retrieve missing studies, including article citations and free-text searches. Moreover, all identified articles underwent reference list screening to identify any publications not initially found during the database searches (See S1 Checklist for details). To ensure the robustness of the data collection process, experienced librarian Miss Chen assisted. To mitigate selection bias, two knowledgeable authors (J.Z. and M.A.), both familiar with SEM, independently screened and selected studies. In cases of disagreement, a third reviewer (K.G.S) was involved to reach a consensus. Following the review of titles and abstracts, publications not meeting the inclusion criteria were excluded. Full-text examination was conducted based on exclusion criteria, and the final set of 30 articles was included for sys- tematic review and analysis (Fig 1 and S1 File). 2.3 Eligibility criteria

A PICOS framework [18] was used to rate studies for eligibility. The criteria include the following: Inclusion Criteria: (1) Published in peer-reviewed international journals; (2) Implementation of a hybrid PM incorporating the SEM in physical education (PE) environment; (3) Pri- mary findings report at least one aspect of the impact of the hybrid PMs on student learning outcomes; (4) Articles published and written in English; (5) Empirical studies utilizing quantitative, qualitative, or mixed research methods. Exclusion Criteria: (1) Books, book chapters, conference proceedings, master’s theses, and doctoral dissertations not subjected to independent peer review are excluded; (2) Studies published in non-peer-reviewed journals and/or not indexed in the Journal Citation Reports (JCR) or Science Journal Rankings (SJR) are excluded; (3) To align with the research objectives, studies that do not design hybrid PMs with SEM and those not specifi- cally measuring any aspect of learning outcomes are excluded. 2.4 Data extraction Based on the pertinent reviews in the realm of the physical education pedagogical model [3, 35], we have succinctly outlined the distinctive features of each retained study: Sources, Pur- pose, Sample Characteristics, Hybrid, Length of Unit/Content, Data Collection, Study Design & Analysis, Learning Outcomes (Table 1). This process involved two reviewers (J.Z. and M.A.) obtaining information on each study through Microsoft Excel spreadsheets (Microsoft Corpo- ration, Redmond, WA, United States), and a third reviewer (K.G.S) subsequently verified its

accuracy. Previous studies have indicated that learning outcomes encompass motor learning, cogni- tive learning, affective learning, and social learning [3, 9]. Motor learning is defined as body growth-related physical characteristics and technical skills [3]; cognitive learning primarily 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 5 / 22