Research Summary: 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)

This systematic review explores the application and impact of active, student-centred pedagogical approaches in Physical Education (PE) across school and higher-education contexts, including Physical Education Teacher Education (PETE). It specifically examines pedagogical models, learner and professional outcomes, and implementation conditions from 2005 to 2025. The research methodology involved comprehensive searches across multiple academic databases, with independent review and appraisal of studies.

Why it matters

This review provides a consolidated understanding of pedagogical efficacy in physical education, highlighting trends and impacts of student-centred approaches. Such insights are crucial for curriculum development and professional training, influencing the quality and relevance of educational delivery in this domain.

Key insights

• The review focuses on active pedagogical approaches in Physical Education (PE) and Physical Education Teacher Education (PETE).
• It covers studies published between 2005 and 2025.
• Key areas of examination include pedagogical models, learner outcomes, professional outcomes, and implementation conditions.
• Research was conducted across Scopus, Web of Science Core Collection, ERIC, SPORTDiscus, and PubMed.
• Study selection, data extraction, and appraisal followed PRISMA 2020 guidelines, with independent reviewer consensus.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1959300