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Teaching games for understanding and student learning outcomes in school physical education: a systematic review of experimental and quasi-experimental studies (2020–2025) Gemi Candra; Jeki Haryanto
Lentera Negeri Vol. 6 No. 2 (2025): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/992410

Models-based practice has repositioned Teaching Games for Understanding (TGfU) as a leading game-centred alternative to technique-led instruction in school physical education (PE); however, evidence on the learning outcomes it produces remains dispersed and methodologically uneven. This systematic review synthesises experimental and quasi-experimental studies to determine which learning outcomes TGfU has been used to influence and how effective it appears to be in school settings. The review followed the PRISMA 2020 framework. A structured Boolean search of the Scopus database identified 168 records, screened against predefined inclusion and exclusion criteria covering language, document type, publication period (2020–2025), population, study design and topical relevance. Eligibility was restricted to experimental and quasi-experimental interventions measuring student learning outcomes in K–12 school PE. After duplicate removal, title and abstract screening, and full-text assessment, 23 studies were retained for synthesis. Methodological quality was appraised with the FICO framework (Focus, Information, Context, Outcome), and because the included studies used heterogeneous outcomes and instruments, the evidence was combined through thematic synthesis rather than meta-analysis. Two principal findings emerged: first, TGfU and its hybrid configurations consistently improved motivational and psychosocial outcomes, including enjoyment, perceived competence and self-determined motivation; second, effects on physical fitness, motor competence, tactical knowledge and technical skills were generally positive but more variable and dependent on intervention duration and design. The evidence base is geographically concentrated and dominated by short quasi-experimental designs. The review consolidates intervention evidence, informs teacher education and curriculum design, and calls for longitudinal, adequately powered and fidelity-controlled trials.

Project-based learning in physical education and sport (2020-2025): a systematic review of teaching approaches and student learning outcomes Gemi Candra; Jeki Haryanto
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02452

Project-Based Learning (PjBL) as a student-centred, inquiry-driven pedagogy has been widely accepted. However, its implications in physical education (PE) and sport have not been fully explored and vary across different contexts. This systematic literature review consolidates findings from different studies that have looked into PjBL in PE and sport-related educational settings and the effect it has on learning outcomes. The review adhered to the PRISMA 2020 framework and a structured Scopus search was performed which initially identified 682 records. Subsequently, duplicates and records ineligible due to document-type, language, and subject-area limiters were removed. Title and abstract screening was followed by full-text eligibility assessment against pre- defined criteria resulted in 14 studies published between 2020 and 2025. Empirical studies employing PjBL in physical education, sport, or coaching settings (2020–2025) were eligible; the 14 retained studies resulted from criterion-based screening rather than a predetermined target. Methodological quality was appraised with the FICO framework (threshold 3.0/4.0), and screening decisions were checked for reviewer agreement. Synthesis was thematic (interpretive) rather than meta-analytic. The thematic synthesis yielded three main findings: PjBL is executed through a variety of ways such as classroom projects, teacher-training tasks, and work- based coach development; it leads to improvements in cognitive, psychomotor, and affective outcomes, including collaboration and self-confidence; however, implementation is limited by remaining barriers such as inadequate facilities, time, and teacher readiness. This review of literature contributes to sport pedagogy by revealing PjBL practice and outcomes, gives a guide to the practitioners, offers practical help to the teachers and coaches, and encourages larger, longitudinal, and methodologically rigorous studies

Problem-based learning in physical education and sport: a systematic review of implementation approaches, learning outcomes, and contextual determinants Gemi Candra; Jeki Haryanto
Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02472

Problem-Based Learning (PBL) is a student-centred strategy with the potential to foster higher-order thinking and active engagement, yet its use in physical education (PE) and sport remains limited and fragmented across contexts. This systematic review of literature comprehensively analyzes primary research works to establish how PBL has been implemented in PE and sport-related educational settings, what learning results it yields, and which environmental factors influence its use. PRISMA 2020 was the review guideline, and it was based on a formal Scopus search which initially identified 214 records. After the exclusion of news, reviews and non-English documents, screening for title and abstract, assessment of full texts against the set criteria, a total of 12 studies published from 2021 to 2025 were included in the review. The thematic analysis showed that PBL is being implemented through various modes, some of which include technology-backed tactical simulations and teacher-training projects. The principal results of PBL are the enhancement of motor skills, tactical decision-making, critical thinking, teamwork, and engagement. However, the realization of PBL results was found to be dependent on readiness of teachers, time, and curriculum support. The article develops sport pedagogy by charting PBL implementation and outcomes, giving practical orientation for teachers and coaches, and urging for larger, longer-term and rigorously designed studies.

Small-sided game constraints and soccer performance: a systematic review of pitch size, player number, and format effects Vega Soniawan; Gemi Candra
Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03042

Small-sided games, or SSGs, have become a mainstay of modern soccer coaching, yet the field is still fragmented when it comes to how task constraints translate into actual performance. This systematic review set out to synthesise the evidence on how pitch size, player number, and game format influence the physical, physiological, and technical-tactical performance of soccer players, and to pinpoint which design characteristics are most useful for development. The review followed the PRISMA 2020 framework, using a structured Boolean search of Scopus restricted to title, abstract, and keywords. The search turned up 843 records. After removing 15 duplicates, 828 records were screened, 42 full-text reports were assessed for eligibility, and 18 studies ultimately met all the inclusion criteria. Every included study was appraised with the Mixed Methods Appraisal Tool, and the findings were integrated through thematic synthesis. The evidence pointed in a fairly consistent direction: larger pitches and greater area per player amplify locomotor and physiological demand, whereas smaller formats increase technical-action density and neuromuscular load. Bout duration, player number, and rule constraints also modulated internal load and decision-making. For practitioners, the review clarifies dose-response relationships, highlights maturation and playing level as moderating factors, and lays out priorities for standardised, longitudinal, and sex-balanced research.

Physical education teacher leadership and student engagement in k–12 settings: a systematic review of evidence from 2016 to 2025 Jeki Haryanto; Gemi Candra
Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03542

Teacher leadership is increasingly recognised as a determinant of the quality of school physical education, yet the specific leadership forms that shape student engagement remain fragmented across theoretical traditions and study designs. This systematic literature review synthesised evidence on the forms of physical education teacher leadership and their influence on students' behavioural, emotional, and cognitive engagement. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. A structured Boolean search of the Scopus database, restricted to English-language journal articles published between 2016 and 2025, identified 203 records; after the removal of 15 duplicates and sequential title, abstract, and full-text screening against predefined eligibility criteria, 17 studies were retained for synthesis. Data were analysed using thematic synthesis, and methodological quality was appraised with design-specific critical appraisal tools. Findings indicate that transformational and multidimensional leadership styles, autonomy-supportive versus controlling teaching behaviours, instructional leadership enacted through student-centred pedagogical models, and continuing professional development consistently relate to more adaptive student motivation and engagement, whereas controlling and need-thwarting behaviours undermine them. The review advances a consolidated framework linking teacher leadership forms to a multidimensional conception of engagement, offering guidance for teacher education, professional development, and school leadership. Future research should prioritise longitudinal and experimental designs, standardised engagement measures, and evidence from under-represented regions and school levels.

Psychological outcomes of martial arts and combat sports participation in youth: a systematic review Juanda Putra; Gemi Candra
Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03602

The psychological well-being of children, adolescents, and young individuals has declined substantially over the past decade, highlighting the need for accessible, low-stigma interventions in schools and community settings. Martial arts and combat sports may support youth mental health through structured physical activity, self-control, moral development, and social interaction. This systematic literature review aimed to synthesise evidence on the psychological effects of martial arts participation among young individuals. Following PRISMA 2020 guidelines, a systematic search of the Scopus database identified 454 records, with 18 studies ultimately included after screening and eligibility assessment. The included studies employed diverse designs, including randomised and quasi-experimental trials, cross-sectional surveys, qualitative studies, and comparative approaches across ten countries. Overall, the findings indicated positive effects on self-confidence and self-esteem, psychological resilience, emotional regulation, and reductions in aggression. However, outcomes varied according to program delivery, dosage, pedagogy, instructor relationships, and program philosophy. The review highlights martial arts as a potentially valuable component of integrated physical, psychological, and social approaches to youth mental health, while emphasising the need for larger, adequately powered studies using standardised psychological outcome measures.

Kinematic, kinetic, and neuromuscular characteristics of topspin forehand and backhand strokes in table tennis: a systematic review Jeki Haryanto; Gemi Candra
Lentera Negeri Vol. 6 No. 2 (2025): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993840

Offensive strokes are the primary scoring actions in modern table tennis, yet biomechanical evidence remains fragmented. This systematic review synthesized biomechanical aspects and measurement techniques of offensive table tennis strokes following the PRISMA 2020 guidelines. From 239 Scopus records, 20 studies published between 2015 and 2026 met the inclusion criteria after duplicate removal and title, abstract, and full-text screening. Due to heterogeneity in tasks, samples, and outcome measures, a meta-analysis was not conducted; instead, findings were synthesized thematically using the three-stage approach of Thomas and Harden (2008). Methodological quality was assessed using the Joanna Briggs Institute checklists, with strong inter-reviewer agreement (κ = 0.82). Most studies focused on the topspin forehand, followed by the backhand topspin and loop strokes. Overall, offensive strokes were identified as whole-body proximal-to-distal kinetic-chain movements, in which force is generated by the lower limbs and trunk and transferred through the shoulder, elbow, and wrist. Joint angles, angular velocities, joint moments, and muscle activation patterns varied according to skill level, sex, incoming spin, and stroke direction. Three-dimensional optical motion capture, inertial sensors, force plates, surface electromyography, and musculoskeletal modelling were the predominant measurement methods, while statistical parametric mapping has emerged as a prominent analytical approach. Of the 20 studies, 14 were rated high quality and 6 moderate quality, with sample sizes ranging from 6 to 42 participants (median ≈ 13). However, the findings should be interpreted cautiously because of small samples, laboratory-based conditions, and the predominance of topspin forehand research.

Effects of mental training interventions on self-confidence and psychological performance in table tennis athletes: a systematic literature review Gemi Candra; Jeki Haryanto
Lentera Negeri Vol. 6 No. 2 (2025): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993860

Self-confidence and related psychological competencies are widely regarded as decisive determinants of success in table tennis, a fast and tactically dense racket sport in which cognitive-affective control frequently separates players of comparable technical ability. Despite growing empirical interest, evidence on how deliberate mental training shapes confidence and psychological performance in this population has not been consolidated. This systematic literature review synthesises peer-reviewed evidence on the types of mental training applied to table tennis athletes and their effects on self-confidence and psychological performance. The review followed the PRISMA 2020 framework, searching the Scopus database and identifying 1,703 records published between 2021 and 2025. After duplicate removal and sequential title–abstract and full-text screening against predefined eligibility criteria, eighteen studies were retained for qualitative synthesis. Thematic analysis showed that structured mental-skills programmes, particularly visuo-motor behaviour rehearsal and mindfulness, consistently reduced competitive anxiety and enhanced mental toughness, whereas confidence, self-efficacy, motivation, and resilience emerged as robust correlates of technical accuracy and competitive performance. The findings advance a cognitive-affective account of table tennis expertise and offer actionable guidance for coaches, while underscoring the need for larger randomised trials and standardised confidence measures.

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