What do we know about the effectiveness of the application of hybrid SE-TGfU model in physical education on learning outcomes: a systematic review and meta-analysis.

Introduction: In recent years, there has been growing interest in the hybridization of different pedagogical models (PMs), such as Sport Education (SE) and Teaching Games for Understanding (TGfU), to address underexplored learning outcomes and promote the holistic education of pupils. This study aimed to examine interventions applying a hybrid SE-TGfU model in physical education (PE) to enhance positive learning outcomes in the physical, social, affective, and cognitive domains, and to compare its effects across these domains with those of the Traditional Skill Approach (TSA), isolated SE, and isolated TGfU. Methods: A systematic search of major scientific databases was conducted. Studies were included if they: (1) implemented the hybrid SE-TGfU model as the instructional intervention, (2) compared it with TSA, isolated SE, or isolated TGfU, and (3) reported quantitative learning outcome(s). After applying the eligibility criteria, a total of nine studies, including 22 effect sizes, were included in the analysis. Results: The hybrid SE-TGfU model was associated with larger pooled effect sizes than TSA ( Discussion: The findings suggest that the SE-TGfU hybrid model is associated with larger pooled effect sizes across several learning domains in PE, particularly in the physical, social, and affective domains. However, evidence for the cognitive domain remains inconclusive. These findings should be interpreted cautiously given the substantial heterogeneity and limited evidence base. Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD420251171229.