2026-10-12T13:10:41Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33994986 2026-09-25T12:14:45Z category_129 portal_316 item_type_3 month_year_09_2026

Supplementary file 1_Active pedagogical approaches in physical education across school and higher-education contexts and in physical education teacher education: a systematic review of pedagogical models, outcomes and implementation conditions (2005–2025).docx Laura Ruiz-Sánchez (25109853) Amador Jesús Lara-Sánchez (12592297) Ramón Chacón-Cuberos (6009566) Andrea Ceciliani (4594543) Education active methodologies and teaching innovation pedagogical models and methods physical education teacher education student-centred learning (SCL) systematic review Background<p>Physical Education (PE) and Physical Education Teacher Education (PETE) increasingly use student-centred pedagogical approaches, but evidence from learner-oriented PE contexts and professional teacher education is often synthesised together. This systematic review examined active pedagogical approaches in PE and PETE between 2005 and 2025, focusing on pedagogical models, learner and professional outcomes, and implementation conditions.</p>Methods<p>Searches were conducted in Scopus, Web of Science Core Collection, ERIC, SPORTDiscus and PubMed in accordance with PRISMA 2020. Three reviewers independently conducted study selection, data extraction and MMAT appraisal, resolving discrepancies by consensus. The protocol was not prospectively registered. Owing to substantial contextual and methodological heterogeneity, findings were synthesised narratively rather than meta-analytically.</p>Results<p>The final synthesis included 141 studies: 30 PETE, 37 university PE/higher education, 29 secondary PE, 21 primary PE, 23 mixed school-university/PETE-school, and one school-unspecified study. Sport Education, Cooperative Learning, Teaching Games for Understanding/game-centred approaches, gamification/game-based learning, Project-/Problem-Based Learning, service-learning and hybrid models were most frequent. School and university PE studies mainly reported learner-level outcomes such as motivation, engagement, competence, participation, cooperation, motor learning and tactical understanding. PETE findings were more heterogeneous: some studies primarily examined pre-service teachers as learners, whereas others reported pedagogical understanding, knowledge for teaching, reflection, teaching self-efficacy/competence, professional identity or contextual adaptation. Evidence of rehearsal or enactment through peer teaching, service-learning or school-related experience was less consistently reported.</p>Conclusions<p>Active pedagogical approaches are promising but context-dependent. In PETE, experiencing a pedagogy should not be treated as equivalent to learning to teach through it; professional preparation also requires opportunities to analyse, rehearse, enact, reflect on and adapt pedagogical approaches in authentic teaching contexts.</p> 2026-09-25T12:14:45Z Dataset Dataset 10.3389/feduc.2026.1959300.s001 https://figshare.com/articles/dataset/Supplementary_file_1_Active_pedagogical_approaches_in_physical_education_across_school_and_higher-education_contexts_and_in_physical_education_teacher_education_a_systematic_review_of_pedagogical_models_outcomes_and_implementation_condition/33994986 CC BY 4.0