SynthesisFrontiers in psychology2024
Leadership practices of physical education teachers and student-related outcomes: a systematic mixed method review and analysis.
Synthesis in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- University physical education teacher leadership behaviors and college students' learning outcomes: the mediating roles of basic psychological need satisfaction and frustration.Frontiers in psychology · 2026Article
- Generative AI acceptance and professional autonomy development among Chinese university physical education teachers: a moderated conditional process model.Frontiers in psychology · 2026Article
- Physical education across international media (2018-2024): dominant narratives and global patterns of portrayal.Frontiers in sports and active living · 2026Article
- Cultivating physical literacy and prosocial behavior through basketball: a quasi-experimental study on the Teaching Personal and Social Responsibility (TPSR) model.BMC public health · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
Introduction: This study systematically reviewed and analyzed both qualitative and quantitative studies that focused on the relationship between physical education (PE) teachers' leadership and student outcomes using data mining and meta-analysis. Methods: Using the Scopus, PsycINFO, PubMed, and SPORTDiscus databases, text data from the included 150 relevant articles were examined through a text data mining approach. Quantitative and mixed-method studies were then further evaluated, yielding 49 articles eligible for inclusion in the meta-analysis. Results: Findings from the data-mining analysis using Leximancer revealed eight major themes associated with PE teacher leadership, emphasizing motivation, education, support, and teaching. Results from the meta-analysis using the Comprehensive Meta-Analysis software showed that autonomy-supporting behaviors showed strong positive effects on student satisfaction, motivation, competence, and engagement. Regional differences in research focus were observed, with health being less emphasized in Asian and European studies. Student sex emerged as a moderating factor. Conclusion: The study highlights the role of PE teacher leadership and the convergence/divergence among research findings. Moreover, applying the HDST approach to synthesize both qualitative and quantitative articles provided a deeper and more comprehensive understanding of leadership within the PE field.
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Registered trials
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