Can Model-Based Approach in Physical Education Improve Physical Fitness, Academic Performance, and Enjoyment among Pupils? A Systematic Literature Review

Abstract

The aim of this study is to determine existing teaching and learning process information published over the past five years (2016 – 2020) on how the different approaches in Physical Education (PE) improve physical fitness, academic performance, and enjoyment among pupils. A mixed systematic review was conducted, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were referred to. The articles included were selected based on the requirements: studies published in the international journal; studies published from 2016 to 2020; studies conducted within primary (7 to 12 years old) and secondary (13 to 18 years old) school context; studies that involved qualitative or quantitative methods; an article that focused on the effectiveness of multiple approaches in PE towards physical fitness, academic performance and enjoyment among pupils. A total of 14 articles were identified. Results showed that model-based approaches in PE such as Teaching Games for Understanding (TGfU), Project-based Learning (PBL), and Collaborative Learning (CL) gradually improve physical fitness, academic performance, and enjoyment among pupils compared to traditional approaches. Finally, alternative teaching approaches abundantly differ from the traditional method in PE, which potentially improves overall performance among pupils. Therefore, this review can help teachers and researchers to deliver their teaching and learning activities using different approaches in primary Physical Education lessons.