Sport Pedagogy Approaches for Enhancing Motor Skills and Learning Motivation in Physical Education: A Systematic Literature Review
DOI:
https://doi.org/10.53905/inspiree.v7i02.180Keywords:
sport pedagogy, motor skill learning, learning motivation, Teaching Games for Understanding, constraints-led approach, Sport Education ModelAbstract
Purpose: This systematic literature review aimed to critically examine and synthesize existing empirical evidence on sport pedagogy approaches and their effects on motor skill development and learning motivation in physical education (PE) settings across school-age and early post-secondary populations.
Materials and Methods: A systematic search was conducted across ERIC, SPORTDiscus, Web of Science, and PubMed databases for peer-reviewed studies published between 2015 and 2024. Studies were eligible if they employed experimental or quasi-experimental designs, reported quantitative or mixed-methods outcomes, and examined at least one identifiable sport pedagogy model. The PRISMA 2020 guidelines directed the selection and reporting process. Quality appraisal used the PEDro scale and Mixed Methods Appraisal Tool (MMAT). A total of 63 studies meeting all inclusion criteria were retained.
Results: The evidence strongly supports game-centred approaches (Teaching Games for Understanding, Sport Education Model), constraints-led and ecological dynamics frameworks, cooperative learning, and self-regulated learning strategies as effective means of improving both motor proficiency (effect sizes d = 0.41–0.92) and autonomous motivation (d = 0.48–0.89). Integrated models combining tactical, social, and self-determination theory-aligned elements demonstrated the most consistent outcomes across school levels and sport disciplines.
Conclusions: Sport pedagogy models that balance motor skill acquisition with motivational climate creation are superior to traditional direct instruction in producing sustained learning outcomes. Practitioners, curriculum designers, and policy-makers should prioritise evidence-based, student-centred pedagogical models in physical education programming.
References
Albaloul, O., Kulinna, P. H., & Mars, H. van der. (2024). Comparing the impact of the Sport Education model on student motivation in Kuwaiti and American students. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1334066
Andronikos, G., Souglis, A., & Martindale, R. (2021). Journal of Physical Education and Sport, 21(1). https://doi.org/10.7752/jpes.2021.01028
Arias, A. G., Harvey, S., García-Herreros, F., González‐Víllora, S., Práxedes, A., & Domínguez, A. M. (2020). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review, 27(2), 366. https://doi.org/10.1177/1356336x20950174
Brown, T. C., Fry, M. D., & Moore, E. W. G. (2017). A motivational climate intervention and exercise-related outcomes: A longitudinal perspective. Motivation Science, 3(4), 337. https://doi.org/10.1037/mot0000059
Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model. Sports Medicine, 49(3), 371. https://doi.org/10.1007/s40279-019-01063-3
Cereda, F. (2023). Journal of Physical Education and Sport, 23(5). https://doi.org/10.7752/jpes.2023.05133
Chow, J. Y., Komar, J., & Seifert, L. (2021). The Role of Nonlinear Pedagogy in Supporting the Design of Modified Games in Junior Sports [Review of The Role of Nonlinear Pedagogy in Supporting the Design of Modified Games in Junior Sports]. Frontiers in Psychology, 12. Frontiers Media. https://doi.org/10.3389/fpsyg.2021.744814
Chow, J. Y., Renshaw, I., Button, C., Davids, K., & Tan, C. W. K. (2022). Applying nonlinear pedagogy in skill training in cricket: A case study of a finger-spin bowler. International Journal of Sports Science & Coaching, 8, 417. https://doi.org/10.1260/1747-9541.8.2-3.417
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227. https://doi.org/10.1207/s15327965pli1104_01
DerSimonian, R., & Laird, N. M. (1986). Meta-analysis in clinical trials. Controlled Clinical Trials, 7(3), 177. https://doi.org/10.1016/0197-2456(86)90046-2
Dyson, B., Gordon, B., & Cowan, J. (2021). Cooperative learning in physical education and physical activity: A systematic review. European Physical Education Review, 27(2), 464. https://doi.org/10.1177/1356336X20937982
Fernández‐Río, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2016). Impact of a sustained Cooperative Learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89. https://doi.org/10.1080/17408989.2015.1123238
Ferraz, R., Ribeiro, D., Alves, A. R., Teixeira, J. E., Forte, P., & Branquinho, L. (2024). Using Gamification in Teaching Physical Education: A survey review [Review of Using Gamification in Teaching Physical Education: A survey review]. Montenegrin Journal of Sports Science and Medicine, 13(1), 31. Montenegrin Sports Academy. https://doi.org/10.26773/mjssm.240304
Gallahue, D. L., & Ozmun, J. C. (2012). Understanding motor development: Infants, children, adolescents, adults. McGraw-Hill.
Gustian, U., & Pranata, R. (2025). Game-Centered Approaches in Primary Physical Education: A Systematic Review of Implementation and Learning Outcomes [Review of Game-Centered Approaches in Primary Physical Education: A Systematic Review of Implementation and Learning Outcomes]. Physical Education Theory and Methodology, 25(5), 1279. OVS LLC. https://doi.org/10.17309/tmfv.2025.5.27
Habyarimana, J. de D., Tugirumukiza, E., Sun, H., Pathirana, A., & Zhou, K. (2025). From active play to sedentary lifestyles: understanding the decline in physical activity from childhood through adolescence—a systematic review. Frontiers in Public Health, 13, 1636891. https://doi.org/10.3389/fpubh.2025.1636891
Harvey, S., Pill, S., & Almond, L. (2017). Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23(2), 166. https://doi.org/10.1080/17408989.2017.1359526
Hastie, P. A., & Siedentop, D. (2006). The Classroom Ecology Paradigm (p. 214). https://doi.org/10.4135/9781848608009.n12
Helme, M., Cowburn, I., & Till, K. (2025). Developing the Physical Fitness of Children: A Systematic Scoping Review of Pedagogy in Research [Review of Developing the Physical Fitness of Children: A Systematic Scoping Review of Pedagogy in Research]. Sports, 13(9), 309. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/sports13090309
Kirk, D. (2020). Precarity, critical pedagogy and physical education. Routledge. https://doi.org/10.4324/9780429327612
Kolovelonis, A., Γούδας, Μ., & Dermitzaki, I. (2010). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21(3), 355. https://doi.org/10.1016/j.learninstruc.2010.04.001
León, J., Alonso, J. L. N., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156. https://doi.org/10.1016/j.lindif.2015.08.017
Levac, D., Huber, M. E., & Sternad, D. (2019). Learning and transfer of complex motor skills in virtual reality: a perspective review [Review of Learning and transfer of complex motor skills in virtual reality: a perspective review]. Journal of NeuroEngineering and Rehabilitation, 16(1). BioMed Central. https://doi.org/10.1186/s12984-019-0587-8
Metzler, M. W. (2017). Instructional Models in Physical Education. https://doi.org/10.4324/9781315213521
Metzler, M. W., & Curtner-Smith, M. D. (2021). Sport education and teaching games for understanding: Defining similarities and differences. Journal of Teaching in Physical Education, 21(2), 119. https://doi.org/10.1123/jtpe.21.2.119
Moon, J., Webster, C. A., Stodden, D. F., Brian, A., Mulvey, K. L., Beets, M. W., Egan, C. A., McIntosh, L. I. F., Merica, C. B., & Russ, L. (2024). Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective [Review of Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective]. BMC Public Health, 24(1), 826. BioMed Central. https://doi.org/10.1186/s12889-024-18145-1
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257. https://doi.org/10.1177/1356336x05056651
Noetel, M., Parker, P. D., Dicke, T., Beauchamp, M. R., Ntoumanis, N., Hulteen, R. M., Diezmann, C. M., Yeung, A. S., Ahmadi, A., Vasconcellos, D. I. C., Mahoney, J., Datta, P., Doidge, S., & Lonsdale, C. (2023). Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review, 35(3). https://doi.org/10.1007/s10648-023-09786-6
O’Brien, M., & Lienhard, D. (2022). Implementing teaching games for understanding in primary and secondary physical education: A global systematic review. European Physical Education Review, 28(3), 816. https://doi.org/10.1177/1356336X221082321
Ouzzani, M., Hammady, H. M., Fedorowicz, Z., & Elmagarmid, A. K. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic Reviews, 5(1), 210. https://doi.org/10.1186/s13643-016-0384-4
Perlman, D. (2011). Examination of Self-Determination within the Sport Education Model. Asia-Pacific Journal of Health Sport and Physical Education, 2(1), 79. https://doi.org/10.1080/18377122.2011.9730345
Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., Britten, N., Katrina, R., & Steven, D. (2006). Guidance on the conduct of narrative synthesis in systematic reviews: A product from the ESRC Methods Programme. https://doi.org/10.13140/2.1.1018.4643
Renshaw, I., & Chow, J. Y. (2018). A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy, 24(2), 103. https://doi.org/10.1080/17408989.2018.1552676
Rink, J. E. (2020). Teaching physical education for learning (8th ed.). McGraw-Hill.
Roberts Glyn C. and Treasure Darren C. (2020) Advances in Motivation in Sport and Exercise. In Human Kinetics eBooks. Human Kinetics. https://doi.org/10.5040/9781492595182
Roberts, W., Newcombe, D., & Davids, K. (2018). Application of a Constraints-Led Approach to pedagogy in schools: embarking on a journey to nurture Physical Literacy in primary physical education. Physical Education and Sport Pedagogy, 24(2), 162. https://doi.org/10.1080/17408989.2018.1552675
Rudd, J., Pesce, C., Strafford, B. W., & Davids, K. (2020). Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All [Review of Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All]. Frontiers in Psychology, 11, 1904. Frontiers Media. https://doi.org/10.3389/fpsyg.2020.01904
Ryan, R. M. (2024). Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-024-09858-1
Smith, N. J., McKenzie, T. L., & Hammons, A. J. (2019). International Studies of Physical Education Using SOFIT: A Review [Review of International Studies of Physical Education Using SOFIT: A Review]. Advances in Physical Education, 9(1), 53. Scientific Research Publishing. https://doi.org/10.4236/ape.2019.91005
Stone, J., Rothwell, M., Shuttleworth, R., & Davids, K. (2020). Exploring sports coaches’ experiences of using a contemporary pedagogical approach to coaching: an international perspective. Qualitative Research in Sport Exercise and Health, 13(4), 639. https://doi.org/10.1080/2159676x.2020.1765194
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N., Senécal, C., & Vallières, É. F. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement, 52(4), 1003. https://doi.org/10.1177/0013164492052004025
Williams, A. M., & Hodges, N. J. (2023). Effective practice and instruction: A skill acquisition framework for excellence. Journal of Sports Sciences, 41(9), 833. https://doi.org/10.1080/02640414.2023.2240630
Wolfgang, L., & Alexandra, L. (2017). Computation of Effect Sizes [Data set]. https://doi.org/10.13140/rg.2.2.17823.92329
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Nono Hardinoto, Amansyah, Bessy Sitorus Pane, Muhammad Reza Destya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
