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

Table 1. (Continued) Sources Purpose Sample Characteristics Hybrid Length of Unit /Content Data Collection Study Design & Analysis Learning Outcomes Garcı´a- Gonza´lez et al. (2020) [4] Spain Analyzing the effects of SEM-TGFU on student initial motivations 49 students (M = 15.50, SD = 0.57) SEM— TGFU 10 lessons volleyball Questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active Quantitative: analysis of variance Affective Gil-Arias et al. (2017) [46] Spain Assessing students’ motivation levels for participating in physical activity 55 grade 9 students, comprising 27 females and 28 males, with a mean age of 15.45 years SEM— TGFU 16 lessons volleyball Scales: Autonomous motivation, Basic psychological needs, Enjoyment, Intention to be physically active Quantitative: control group, MANOVA, Shapiro-Wilks test Affective Gil-Arias et al. (2020) [47] Spain Analysis of SEM-TGFU on autonomy support, sensory Knowing the effects of motivating atmosphere, fun, and perceptual ability 53 grade 9 students (16 female, 37 male); mean age 15.50 SEM— TGFU 16 lessons; handball and basketball Physical Education Class Learning and Performance Orientation Questionnaire, Autonomy Support Coaching Strategies Questionnaire, Enjoyment and Perceived Ability Scale Quantitative: a counter-balanced crossover design Affective Gil-Arias, Diloy-Peña, et al. (2020) [48] Spain Analyzing the effects of SEM-TGFU on student motivational outcomes 53 grade 9 students (16 female, 37 male); mean age 15.50 SEM—

TGFU 10 lessons volleyball Questionnaires, focus groups Mixed: one-way analysis of variance, analysis of variance, deductive content analysis Affective Gil-Arias et al. (2021) [49] Spain Investigating the effects of using SEM-TGFU on perceived autonomy support, perceived need satisfaction, autonomy motivation, and adaptive outcomes 292 grade 6 students (140 female, 152 male); mean age 10.41 SEM— TGFU 16 lessons basketball Autonomy Support Coaching Strategies Questionnaire, BPNs in Sport Scale, Perceived Causality Questionnaire, Relational Goals Questionnaire, Physical Activity Class Satisfaction Questionnaire Quantitative: analysis of variance Affective Gouveia et al. (2022) [50] Portugal Investigating the Impact of Different Pedagogical Models on Moderate-to- Vigorous Physical Activity in Physical Education Classes 17 students, 9 males, 13.7 ± 0.90 years old SEM— TGFU 26 lessons Objectively measure Quantitative: Wilcoxon signed- rank test; analysis of variance Motor Guijarro & MacPhail. (2021) [51] Spain Exploring Game Performance and Game Involvement through SEM-TGFU 85 fourth- and fifth-grade students (aged 9–11) SEM— TGFU 15 lessons basketball Systematic observation of video recordings of students’ game behavior Quantitative: multivariate analysis of variance Motor Hastie & Buchanan (2000) [52] The United States To assess the effectiveness of SEM-TPSR in practice and formulate a theoretical model of Empowering Sports United States, there are 45 boys in the sixth grade, aged 11 to 13 years old SEM— TPSR 26 lessons Xball Independent observations,

daily debriefs, and student interviews Qualitative: constant comparison technique Social (Continued) 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 8 / 22