Objectives. The objective of this study was to systematically review the research development of TGfU in physical education, identify its impacts on learning outcomes, examine the integration of TGfU with other pedagogical approaches, and explore challenges encountered during its implementation. Materials and methods. This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and conducted thematic analysis. Research data were sourced from five databases: SCOPUS, ERIC, IEEE Xplore, Springer, and EBSCO. Additionally, 10 highly cited articles were included for an in-depth literature review. Keyword analysis was performed using VOSviewer to map thematic trends. Results. The findings indicate that TGfU enhances students’ cognitive, psychomotor, and affective learning domains by fostering motivation, decision-making, and game performance. The integration of TGfU with other models, such as the Sport Education Model (SEM) and the Activist Approach, has expanded its effectiveness and inclusivity. Despite these benefits, challenges in implementation, such as teacher preparedness, curriculum flexibility and institutional constraints, have been identified as barriers that must be addressed for optimal application. Conclusions. TGfU has demonstrated a positive impact on the quality and effectiveness of physical education by promoting varied, engaging, and student-centered learning experiences. While the approach continues to evolve and integrate with other educational models, addressing practical challenges will be critical for sustaining its benefits and expanding its adoption across diverse educational contexts.
Ardha et al. (2025) studied this question.