Pedagogical Strategies Associated with Meaningful Learning in School Physical Education: A Systematic Review

This project consists of a systematic review examining the pedagogical strategies associated with meaningful learning in school Physical Education. The study aims to identify and analyse how teaching practices contribute to students’ understanding, engagement, and perceived relevance of learning experiences. The review synthesises empirical research published between 2000 and 2025 across multiple databases (Scopus, Web of Science, ERIC, and SPORTDiscus). Given the heterogeneity of study designs, a thematic synthesis approach is employed to identify recurring pedagogical patterns across qualitative, quantitative, and mixed-methods studies. The project is grounded in the theoretical framework of meaningful learning, drawing on constructivist perspectives and the Meaningful Physical Education approach. It focuses specifically on the operational level of teaching practice, examining how pedagogical strategies such as task design, feedback, reflection, and student participation contribute to meaningful learning outcomes. The findings aim to provide an integrative synthesis of fragmented research fields and to offer practical and theoretical insights for teachers, teacher educators, and researchers in Physical Education.