What question did this study set out to answer?

This research aims to evaluate the effectiveness of different pedagogical models in physical education and understand how instructional duration influences outcomes.

March 6, 2026SHILAP Revista de lepidopterología0 citationsOpen Access

A network meta-analysis of pedagogical models in physical education: evaluating multidimensional learning outcomes and instructional duration effects

GJGuo JingxiaSultan Idris Education University YQYu QichaoLingnan Normal University ZMZulezwan Bin Ab. MalikSultan Idris Education University

Key Points

This research aims to evaluate the effectiveness of different pedagogical models in physical education and understand how instructional duration influences outcomes.
Systematic search across seven databases for relevant studies from 2000 to 2025.
Assessment of methodological quality using the MINORS criteria.
Bayesian Network Meta-Analysis performed with standardized mean differences for diverse outcomes.
Subgroup analyses conducted to explore the effect of instructional duration.
Hybrid pedagogical models ranked high for tactical decision-making and skill execution.
Teaching Games for Understanding showed the highest effectiveness for student motivation.
Sport Education was favorable for student enjoyment.
Significant publication bias was noted regarding skill execution outcomes.
Instructional durations around 720 minutes led to more consistent effects and reduced variability.

Abstract

Purpose This study systematically evaluated the comparative effectiveness of pedagogical models (PMs) on multidimensional learning outcomes in physical education and examined the moderating role of instructional duration. Methods A systematic search was conducted across seven databases (e.g., Web of Science, PubMed) for studies published between 2000 and 2025. Methodological quality was assessed using MINORS. A Bayesian Network Meta-Analysis (NMA) was performed using standardized mean differences (SMDs) to enable comparison across diverse outcome measures. Results Sixty-five studies met the inclusion criteria. Probabilistic rankings suggested that Hybrid Pedagogical Models (HPMs) showed comparatively high effectiveness for tactical decision-making (SUCRA = 80.1%) and skill execution (SUCRA = 77.2%), Teaching Games for Understanding (TGfU) ranked highest for student motivation (SUCRA = 82.1%), and Sport Education (SE) demonstrated favourable effects for enjoyment (SUCRA = 74.0%). However, pairwise comparisons revealed overlapping credible intervals, indicating uncertainty in the magnitude of differences between models. In addition, significant publication bias was detected for skill execution outcomes ( p = 0.0077), suggesting that these effects should be interpreted cautiously. Subgroup analyses identified instructional duration as an important moderator, with interventions approaching or exceeding approximately 720 min—equivalent to a sustained instructional unit—associated with more consistent effects and reduced heterogeneity. Conclusion No single pedagogical model can be considered universally superior. Instead, the findings support a goal-oriented approach to model selection aligned with intended learning outcomes and implemented over sufficient instructional duration. Ensuring sustained exposure (≈720 min) appears critical for enabling student-centered pedagogies to realize their educational potential.

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