<![CDATA[Learning specific motor skills faces significant challenges due to differing goal orientations between school physical education and club performance coaching, resulting in varied efficacy of instructional methods. Therefore, this study aims to systematically identify, evaluate, and compare trends in the most effective pedagogical approaches for facilitating specific motor skill acquisition between physical education teachers and sports coaches. Following the PRISMA 2020 guidelines, this systematic review evaluated 116 primary empirical articles (2017-2026) from six major databases. Data were analyzed thematically based on study characteristics, interventions, and motor skill outcomes. The empirical synthesis reveals distinct pedagogical tendencies with substantial overlap. In schools, teachers predominantly utilize Classroom Action Research relying on cognitive-social approaches to resolve classical movement failures. Conversely, club coaches rely on controlled experiments through repetition manipulation and tactical simulations to precisely automate athletes' discrete muscle memory. In conclusion, motor skill pedagogy effectiveness depends on objective calibration, prioritizing socio-academic participation in schools versus competitive mechanical accuracy in clubs. These findings provide educators and coaches with evidence-based insights to select targeted interventions.]]>
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