Next Article in Journal
Celebrities and Breast Cancer: A Multidimensional Quali-Quantitative Analysis of News Stories Shared on Social Media
Previous Article in Journal
A Study of Food Safety Knowledge for Sustainable Foodservice Management of Childcare Centers in South Korea Using Importance–Performance Analysis
 
 
Systematic Review

Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review

by 1 and 2,*
1
College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
2
College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China
*
Author to whom correspondence should be addressed.
Academic Editors: Juan Manuel García-Ceberino, María de Gracia Gamero and Sebastián Feu
Int. J. Environ. Res. Public Health 2022, 19(15), 9673; https://doi.org/10.3390/ijerph19159673
Received: 14 June 2022 / Revised: 30 July 2022 / Accepted: 2 August 2022 / Published: 5 August 2022
(This article belongs to the Special Issue Physical Education and Health at School Age)
Hybrid implementation of pedagogical models (PMs) helps to overcome the limitations of a single pedagogical model (PM) when it comes to improving student learning outcomes in physical education (PE). Empirical research on hybridizations has grown substantially in recent years, so the purpose of this study was to conduct a systematic review on the effects and mechanisms of different hybridizations on students’ learning outcomes (i.e., motor, cognitive, affective, and social) in PE. Electronic databases, including ERIC, SCOPUS, EBSCO host, and Web of Science, were used to select intervention studies. After inclusion and exclusion criteria were applied, 17 high-quality studies, published in English peer-reviewed journals, were assessed. Results show that there were seven different hybrid models having impacts on students’ learning outcomes, which could be divided into four categories: (1) game performance and technical skills; (2) understanding of tactics and decision-making abilities; (3) motivation, autonomy, and confidence; (4) interpersonal skills, cooperative learning ability, and responsibility. Length of implementation and teachers’ familiarity were the main factors that limit the implementation on hybridizations. Future research should consider quasi-experiments with control groups of hybrids versus single models to figure out the advantages of the hybrid model over the single model; including more evidence from different schools, regions, and countries is necessary. View Full-Text
Keywords: hybridization; pedagogical models; learning outcomes; physical education hybridization; pedagogical models; learning outcomes; physical education
Show Figures

Figure 1

MDPI and ACS Style

Shen, Y.; Shao, W. Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. Int. J. Environ. Res. Public Health 2022, 19, 9673. https://doi.org/10.3390/ijerph19159673

AMA Style

Shen Y, Shao W. Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. International Journal of Environmental Research and Public Health. 2022; 19(15):9673. https://doi.org/10.3390/ijerph19159673

Chicago/Turabian Style

Shen, Yafei, and Weide Shao. 2022. "Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review" International Journal of Environmental Research and Public Health 19, no. 15: 9673. https://doi.org/10.3390/ijerph19159673

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop