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 Hastie & Curtner- Smith (2006) [53] Australia Analyzing the effects of implementing SEM-TGFU on both teachers and students Australia; 29 grade 6 students, consisting of 11 boys and 18 girls, aged 11–12 years old SEM— TGFU 22 lessons batting/fielding games Reflective logs, critical incident reflective sheets, tactical quizzes, game design forms, and team interviews Analytic induction technique, enumerative analysis, typological analysis, and constant comparison Cognitive, affective Jia (2021) [54] China Investigating the effects of SEM-TGFU on students’ football cognitive performance and motor skills 224 students SEM— TGFU 16-week (3 hours per week for a total of 48 hours) experimental The ball games cognitive performance measurement (Prat et al., 2020); the benchmark of motor skills (Wang, 2018) Quantitative: Analysis of variance Cognitive; Motor Lo´pez-Lemus et al. (2023) [55] Spain Analyzing the impact of SEM-TGFU on students’ enjoyment, perceived competence, intention to be physically active, skill execution, decision- making, performance, and game involvement CG: 70 students; age = 14.43 ± 0.693; n = 32 female) EG: (SEM-TGFU): 67 students; age = 13.91 ± 0.900; n = 30 female) SEM— TGFU 12 lessons handball Game Performance Assessment Instrument (GPAI); the Enjoyment and perceived competence scale (ECS); the Measure of Intentionality to be Physically Active (MIFA) Quantitative: pre- test/post-test quasi- experimental

design Cognitive; affective; Motor Menendez & Fernandez- Rio (2017) [34] Spain Analyzing the impact of SEM-TPSR on learners with disabilities during a contactless kickboxing learning unit 12 students, with 5 of them having disabilities, and their ages range from 15 to 16 years SEM— TPSR 16 lessons kickboxing Drawings, open-ended questions, discussion groups, diaries and semi- structured interviews Qualitative: thematic analysis method Social; Affective Mesquita et al. (2012) [56] Portugal Analyze the influence of SEM-IGCM on student decision-making, skill execution, and overall performance in competition 26 grade 5 students, consisting of 17 girls and 9 boys, aged between 10 and 12 years old SEM— IGCM 22 lessons soccer Game Performance Assessment Instrument (GPAI), Video observation Quantitative: Mann-Whitney test, Wilcoxon test Motor, cognitive Oliveros & Fernandez- Rio (2022) [57] Spain Investigating whether a hybrid pedagogical model could make a difference in adolescent girls’ in-class physical activity levels 66 students aged 13–17 years SEM— TGFU 12 lessons Objectively measure Quantitative: analysis of variance Motor Pan et al. (2023) [58] China Comparing the learning effects between SEM-TGFU and TGFU on students’ motivation, enjoyment, responsibility, and game performance 90 students in the 4 classes (experimental group: 24 boys and 22 girls, Mage = 15.02 ± 0.73 years, and control group: 23 boys, and 21 girls, Mage = 14.78 ± 0.66 years) SEM— TGFU 10 weeks with 20 PE lessons Responsibility scale in physical education (RSPE); Learning motivation scale

in physical education (LMSPE); Sport enjoyment scale in physical education (SESPE); Game performance assessment instrument (GPAI) Quantitative: A quasi- experimental design; Analysis of covariance Cognitive; affective; Motor Quiñonero- Martı´nez et al. (2023) [59] Spain investigating the effect of the SEM-SPRM on students’ physical fitness and physical activity 76 Secondary Education students aged 12–14 (male: 32; female: 44) SEM— SPRM 17 lessons Colpbol sport; racket games; Frisbee Ultimate Objectively measure Quantitative: A quasi- experimental pre- post study Motor (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 9 / 22