<![CDATA[Background: Game-based approaches are increasingly used to develop tactical understanding and game performance in physical education. However, evidence regarding their implementation and effectiveness in higher education remains limited compared with K–12 settings.Objective: This systematic review examined research trends, learning outcome domains, assessment instruments, and reported effects of the Tactical Games Model (TGM), Teaching Games for Understanding (TGfU), and related hybrid models among university students.Methods: This systematic review followed the PRISMA 2020 reporting guidelines. Scopus was searched for experimental or intervention-based studies published between January 2021 and August 16, 2026, involving university students enrolled in physical education or sport-related programs. Of 205 records identified, six studies involving 507 participants met the eligibility criteria. Findings were synthesized narratively.Results: The included studies primarily focused on team sports and assessed cognitive, psychomotor, affective, and psychological outcomes. The Game Performance Assessment Instrument (GPAI) was among the assessment tools used. The studies generally reported favorable outcomes in tactical performance, game understanding, motivation, engagement, and selected psychological measures. However, heterogeneity in interventions and assessment methods limited comparisons across studies. Evidence was insufficient to establish whether hybrid models consistently outperformed single-model approaches.Conclusion: Game-based approaches may support multidimensional learning outcomes in higher education physical education. Nevertheless, the evidence remains limited to six heterogeneous studies identified through a single database. Broader literature searches and rigorous comparative studies using validated assessment instruments are needed to strengthen the evidence regarding their effectiveness.]]>
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