<![CDATA[Sprint running is one of the fundamental skills in athletics learning that requires proper movement mechanics to achieve optimal performance and effective learning outcomes. However, athletics instruction in schools often emphasizes performance results rather than the quality of movement execution, resulting in limited utilization of biomechanical evidence in teaching practices. Therefore, this study aimed to systematically examine the relationship between sprint running kinematic analysis and athletics learning strategies in school settings from both conceptual and empirical perspectives. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was collected from Scopus, Web of Science, ScienceDirect, PubMed, ERIC, Google Scholar, SINTA, and Garuda databases covering publications from 2015–2025. A total of 186 articles were identified, of which 24 studies met the inclusion criteria and were included in the final synthesis. Data were analyzed using a thematic synthesis approach focusing on sprint kinematic variables and instructional strategies in physical education. The results revealed that stride length (75.0%), stride frequency (70.8%), and joint-angle mechanics (62.5%) were the most frequently investigated kinematic variables. Furthermore, 79.2% of the reviewed studies reported significant improvements in sprint technique and learning outcomes when biomechanical feedback, video analysis, motion-capture systems, or technology-assisted learning strategies were implemented. The findings indicate that sprint kinematic analysis enhances movement awareness, technical proficiency, and instructional effectiveness. In conclusion, sprint kinematic analysis serves not only as a performance assessment tool but also as an evidence-based pedagogical resource that can improve athletics learning quality in schools through the integration of biomechanics, motor learning principles, and technology-supported instruction.]]>
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