A Systematic Review and Meta-Analysis of Hybrid Pedagogical Models’ Impact in Physical Education

作者：Baofu Wang, Longxi Li, Yang Liu, Senlin Chen · 发表于：Kinesiology Review · 年份：2025 · DOI：10.1123/kr.2024-0023 · 被引用次数：4 · 研究领域：Physical Education and Pedagogy、Inclusion and Disability in Education and Sport、Motivation and Self-Concept in Sports

Research on hybrid pedagogical models in physical education has been burgeoning in recent years. The aim of this systematic review with meta-analysis was to discern the research patterns and assess the impact of hybrid-pedagogical-model-based interventions on student learning in PreK–12 physical education. We applied criteria such as being a data-based study and utilizing a hybrid pedagogical model to search for relevant articles, with a total of 17 studies meeting the inclusion criteria. By synthesizing studies included in this research, we classified different learning outcomes into student motivation, game performance, and physical activity and fitness. Significant heterogeneity was identified among the studies ( Q = 118.65, df = 13, I 2 = 89.04%, τ 2 = .25). Our meta-analysis found a large impact of hybrid models on motivation (Hedges’s g = 0.91, 95% confidence interval [0.78, 1.03]) and a moderate impact on game performance (Hedges’s g = 0.36, 95% confidence interval [0.22, 0.50]). Hybridization of pedagogical models has the potential to enhance students’ motivation and learning in physical education. The findings hold implications for guiding the design, implementation, and evaluation of future curriculum reforms in physical education.