Document Type : Research Paper
Authors
1 Department of Motor Behavior, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 Department of Physical Education and Sport Science, Imam Hossein University, Tehran, Iran
3 Professor of Department of Motor Behavior, Shahid Beheshti University, Tehran, Iran
Abstract
The purpose of this systematic review was to qualitatively synthesize research findings regarding the effect of hybrid pedagogies on the physical-motor, affective, cognitive, and social learning outcomes in the context of scholastic physical education. This study was designed based on the 2020 edition of the PRISMA statement. The search was conducted using 26 terms from Persian (three cases) and English (10 cases) databases between the years 2000 and 2022. After checking titles, abstracts, duplicate records, full text of articles, and inclusion and exclusion criteria, 35 eligible studies were included. In total, 71.4% of the studies were conducted in the last seven years, in which 2600 individuals participated (48% boys). Most of the studies were conducted in Spain (45.7%) and Portugal (22.9%), and only three studies (8.6%) were related to Iran. Most of the studies were focused on the teaching of 17 sport-educational content in the field of middle-school physical education (74.3%). In total, 14 hybrid pedagogies were identified, in which, the models of sports education (85.8%), teaching games for understanding (20%), teaching personal and social responsibility (2.9%), and formal physical education (2.9%) have been used as a basic educational model. The affective (54.3%), social (42.9%), physical-motor (40%), and cognitive (25.7%) outcomes were, respectively, the most investigated areas. Except for a few conflicting evidence, hybrid pedagogies were superior to non-hybrid pedagogies in creating positive learning outcomes. In the end, methodological considerations and future research directions regarding physical education pedagogies in schools are discussed.
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