Is there education in physical education? A narrative systematic review of research in physical education and learning

Figures & data

Figure 1. Key components of QPE as curriculum, pedagogy, assessment, environment, and experience (adapted from Pill 2004; Penney et al. 2009).

Figure 2. PRISMA flow diagram.

Table 1. Criteria for the assessment of level of evidence.

Level 1 (High)	Level 2 (Moderate)	Level 3 (Low)
A control group was used	Pre/post repeated measures design was used	Post-test only
A pre/post or repeated measures design was used	A control of comparison group may have been used, but was not required	Case studies, individual or small cohort
Groups were randomised	A retrospective design may have been used	Uncontrolled study
Example: Randomised Controlled trial	Example: Cohort	Example: cross-sectional design

Table 2. Characteristics of included studies.

#	Author and year	Participant demographics	Research method	Study protocol	Instrument	Outcomes
1	Alexander and Luckman 2001	377 primary and secondary PE teachers	Quantitative	PE teachers who had used the sport education (SE) curriculum model	Likert scale questionnaire with six sections	Using the SE model led to achievement of wide range of outcomes compared to other approaches.
2	Bennie et al. 2017	13 PE teachers; 9 females, 4 males	Qualitative	Teacher perceptions of strategies used to increase relevance and choice for students in PE class	Post-lesson interview, categorisation and themes, quasi-deductive process of effectiveness & acceptability	Explaining relevance, providing choice most successful strategies, free choice least successful
3	Brown and Macdonald 2011	12 year 11/12 Physical Recreation (PR) students, all male	Qualitative	Investigation of course content, learning experiences, social interactions	Over a two-year period, observations & photographs of classes, interviews with students and teachers	Students select PR on minimal academic needs. Subject delivery misaligned with syllabus
4	Brown & Penney, 2017	Four PE teachers; two from government secondary colleges and two from private secondary colleges	Qualitative	Explored Arnold’s three dimensions in teacher’s interpretation and enactment of new curriculum	Semi-structured interviews, classroom artefacts, classroom observations. Coded themes and analysis	Complexities and tensions exist with representation of curriculum and teacher’s pedagogic practice
5	Browne, Carlson, and Hastie 2004	53 males aged 12-13	Mixed Method	Traditional Skill-Drill-Game versus Sport Education Model over 10 wk	Knowledge Skill Test, Student self-assessment, Teacher observations, interviews	Both groups made significant improvements, Sport Education greater improvements across season
6	Georgakis and Graham 2016	48 Year 8 students (21 females, 27 males)	Quantitative	Tactical understanding Direct Approach versus Indirect Approach over 10 wk	Team Sport Assessment Procedure, AAHPERD Skill Test	Indirect Approach produced higher tactical understanding scores
7	Harvey et al. 2020	52 PE teachers from nine countries, 71% male	Qualitative	Investigate range of dilemmas teachers experience when integrating sport education (SE) into curriculum	Rolling Twitter chat over 15 h facilitating conversations. Inductive analysis and categorisation	Benefits of SE social, inclusion, motivation. Conceptual, pedagogical, cultural constraints
8	Hyndman and Pill 2017	PE Year 11/12 syllabi from each Australian state and territory	Qualitative	Exploration of senior secondary PE syllabi across Australian states/territories	Leximancer software for conceptual and thematic analysis of curriculum analysis	Themes identified between jurisdictions; skills, physical, learning, assessment, performance, training
9	Miller et al. 2015	168 students, mean age 11.16 years	Quantitative	Game-centred curriculum, Intervention versus Control, seven-week professional learning	Athletic Competence Self-Perception, In-class physical activity, observations	Significant treatment effect for object control proficiency and in-class physical activity
10	Miller et al. 2016	107 students, mean age 10.7 years	Quantitative	Game-centred pedagogy, Intervention versus Control, improvement of physical activity and PE, seven weeks	TGMD2, Factors Influencing Enjoyment of PE, System for Observation Fitness Instruction Time	Significant intervention effect for throw and catch, in-class physical activity, decisions and support in play
11	Miller et al. 2017	7 year 5/6 teachers	Quantitative	Games and sports Control Condition Group versus Wait-List Control Group seven weeks	Quality Teaching Lesson Observation Scales	Significant treatment effects for quality teaching, intellectual quality, quality learning environment
12	O’Connor et al., 2016	44 Year 7-10 students (16 females, 28 males)	Qualitative	Take Action unit of work was delivered across 12 sessions for 90 min, in two schools	Observations and semi-structured interviews with learners before, during, after enactment	Authentic, intense, learner-centred, collaborative, afforded ownership, meaningful, engaging, valued
13	Penney et al. 2012	26 Year 11 students, four PE teachers	Mixed Method	Develop & test a digital assessment in senior PE	Student opinions of exam through survey, attitudes towards using computer, open-ended themes	Students perceived as meaningful and authentic. Teachers perceived as valid and aligning with content
14	Sparks et al. 2015	48 Year 8/9 students (24 females, 24 males)	Qualitative	Using a realist approach, 11 semi-structured interviews focussed on teacher behaviours and SDT	Indicators of relatedness were analysed using an abductive approach through an SDT lens	Themes of behavioural indicators of relatedness and outcomes of relatedness supportive instruction
15	Suesee et al. 2019	Nine PE teachers	Quantitative	Observations of teaching styles used in senior secondary PE over nine weeks	Video recordings reviewed and coded using Ashworth’s Teaching-Learning Styles	Five of 11 teaching styles observed. Dominant style was Practice Style-B
16	Telford et al. 2021	318 Year 5 students, 51% female	Mixed Method	Improve physical literacy (PL) development, school climate PL, improve pe delivery & physical activity; 33 wk	Accelerometers, TGMD2, Children & Youth Physical Self-Perception Profile, S-PACES, focus groups	Intervention for PL enhanced object control skills, no other improvements. Increased confidence and motivation
17	Whatman and Main 2018	12 adult rugby players, one rugby game development staff, four teachers	Qualitative	Pedagogic practices of teachers and players, interactions with students, to re-engage them with learning	Case study method that facilitated interviews, observations, and Productive Pedagogies auditing tool	Pedagogic approaches emphasised supportive classrooms, building connectedness, role models
18	Whipp et al. 2014	Three PE teachers; two female, one male	Qualitative	Observations of teachers teaching Year 8/9 swimming	Observation foci of teacher action, pedagogy, student outcome, differentiation, relationships	Differentiation facilitated variety in activities, student choice, self and peer evaluation, peer teaching
19	Whipp et al. 2015	200 11-13-year old students; 94 females, 106 males	Mixed Method	Effect of peer teaching on psychosocial, behavioural, pedagogical, learning student outcomes over five weeks	PE enjoyment, motivation, autonomy support, in-class physical activity, soccer performance, learning time	Lack of interaction between variables revealed no evidence of change for recipients or peer teachers
20	Whittle, Telford, and Benson 2015	23 year 12 PE students; 16 females, seven males	Qualitative	Students asked to consider teacher-related factors to be ideal in helping improve academic performance	Students asked to annotate a poster of perceptions of the perfect PE teacher	Dominant themes content knowledge, verbal ability, caring, enthusiasm, and access to teacher
21	Whittle, Benson, and Telford 2017a	146 Physical Education teachers	Quantitative	Survey to determine Self-Efficacy (se) levels of Year 11 and 12 PE teachers	Teacher Sense of Self-Efficacy	Significant difference between se and classroom management, student engagement, instruction
22	Whittle, Benson, and Telford 2017b	15 sets of Year 11/12 PE curriculum, international	Qualitative	Review of examinable senior secondary PE course, specifically for configuration	Document analysis, coded into themes of course structure, rationale and aims, content, and assessment	Complex relationships between content evident, but mostly prescribed in standalone units
23	Whittle et al. 2017	VCEPE examination data; 2011 (9323 results), 2012 (8781 results)	Quantitative	Establish relationship between cohort size and examination scores	Examination categorial variables calculated and statistically analysed	Practical experiences may be needed in preparation for examination questions
24	Whittle, Benson, et al. 2018	VCEPE examination data; 2011 (9323 results), 2012 (8781 results)	Quantitative	Comparison of student performance in multiple-choice (mc), short-answer, and overall examination scores	Paired t-tests, correlation, linear regression, on-way ANOVA statistical analyses	Performance significantly better on multiple-choice questions than short-answer. Similar 2011 and 2012
25	Whittle, Telford, et al. 2018	37 PE teachers, 14 females, 23 males	Qualitative	Semi-structured focus groups of teacher-related influences on student’s academic performance	Open coding, analysis of data, and categorisation, underpinned by social ecological theory	Content knowledge, expectations, passion and enthusiasm, strong relationships with students
26	Whittle, Telford, and Benson 2019	23 Year 11/12 PE students; 16 females, seven males	Qualitative	Semi-structured interviews to explore student perceptions of influence of PE teacher on their learning	Open coding, analysis of data, and categorisation, underpinned by social ecological theory	Teacher attitude, teacher attributes, student-teacher interactions, and student access to teacher
27	Williams and Pill 2019	14 PE teachers, seven females and seven males	Qualitative	Figurational sociology to understand teacher perceptions of Quality PE	Thematic analysis – “how do you define quality PE”	Interpreted as teacher philosophies. Lack of common definition, lack of agreement

Table 3. Level and quality of evidence of included studies.

		Level of evidence
		1	2	3
Quality of Evidence	High	6
	Medium		5
	Low			16

Pill, S. 2004. “Quality Learning in Physical Education.” Active & Healthy Magazine 11 (3): 13–14.

 Google Scholar

Penney, D., R. Brooker, P. Hay, and l Gillespie. 2009. “Curriculum, Pedagogy and Assessment: Three Message Systems of Schooling and Dimensions of Quality Physical Education.” Sport, Education and Society 14 (4): 421–442. https://doi.org/10.1080/13573320903217125.

 Web of Science ®Google Scholar

Alexander, K., and J. Luckman. 2001. “Australian Teachers’ Perceptions and Uses of the Sport Education Curriculum Model.” European Physical Education Review 7 (3): 243–267. https://doi.org/10.1177/1356336X010073002.

 Google Scholar

Bennie, A., L. Peralta, S. Gibbons, D. Lubans, and R. Rosenkranz. 2017. “Physical Education Teachers’ Perceptions about the Effectiveness and Acceptability of Strategies Used to Increase Relevance and Choice for Students in Physical Education Classes.” Asia-Pacific Journal of Teacher Education 45 (3): 302–319. https://doi.org/10.1080/1359866X.2016.1207059.

 Web of Science ®Google Scholar

Brown, S., and D. Macdonald. 2011. “A Lost Opportunity? Vocational Education in Physical Education.” Physical Education & Sport Pedagogy 16 (4): 351–367. https://doi.org/10.1080/17408989.2010.535196.

 Web of Science ®Google Scholar

Browne, T., T. Carlson, and P. Hastie. 2004. “A Comparison of Rugby Seasons Presented in Traditional and Sport Education Formats.” European Physical Education Review 10 (2): 199–214. https://doi.org/10.1177/1356336X04044071.

 Google Scholar

Georgakis, S., and J. Graham. 2016. “From Comparative Education to Comparative Pedagogy: A Physical Education Case Study.” The International Education Journal: Comparative Perspectives 15 (1): 105–115.

 Google Scholar

Harvey, S., S. Pill, P. Hastie, and T. Wallhead. 2020. “Physical Education Teachers’ Perceptions of the Successes, Constraints, and Possibilities Associated with Implementing the Sport Education Model.” Physical Education and Sport Pedagogy 25 (5): 555–566. https://doi.org/10.1080/17408989.2020.1752650.

 Web of Science ®Google Scholar

Hyndman, B., and S. Pill. 2017. “The Curriculum Analysis of Senior Education in Physical Education (CASE-PE) Study.” Curriculum Perspectives 37 (2): 147–160. https://doi.org/10.1007/s41297-017-0020-z.

 Google Scholar

Miller, A., E. Christensen, N. Eather, J. Sproule, L. Annis-Brown, and D. Lubans. 2015. “The PLUNGE Randomized Controlled Trial: Evaluation of a Games-Based Physical Activity Professional Learning Program in Primary School Physical Education.” Preventive Medicine 74: 1–8. https://doi.org/10.1016/j.ypmed.2015.02.002.

 PubMed Web of Science ®Google Scholar

Miller, A., E. Christensen, N. Eather, S. Gray, J. Sproule, J. Keay, and D. Lubans. 2016. “Can Physical Education and Physical Activity Outcomes Be Developed Simultaneously Using a Game-Centred Approach?” European Physical Education Review 22 (1): 113–133. https://doi.org/10.1177/1356336X15594548.

 Web of Science ®Google Scholar

Miller, A., N. Eather, S. Gray, J. Sproule, C. Williams, J. Gore, and D. Lubans. 2017. “Can Continuing Professional Development Utilizing a Game-Centred Approach Improve the Quality of Physical Education Teaching Delivered by Generalist Primary School Teachers?” European Physical Education Review 23 (2): 171–195. https://doi.org/10.1177/1356336X16642716.

 Web of Science ®Google Scholar

Penney, D., A. Jones, P. Newhouse, and A. Cambell. 2012. “Developing a Digital Assessment in Senior Secondary Physical Education.” Physical Education & Sport Pedagogy 17 (4): 383–410. https://doi.org/10.1080/17408989.2011.582490.

 Web of Science ®Google Scholar

Sparks, C., J. Dimmock, P. Whipp, C. Lonsdale, and B. Jackson. 2015. “Getting Connected: High School Physical Education Teacher Behaviors That Facilitate Students’ Relatedness Support Perceptions.” Sport, Exercise, and Performance Psychology 4 (3): 219–236. https://doi.org/10.1037/spy0000039.

 Web of Science ®Google Scholar

Suesee, B., K. Edwards, S. Pill, and T. Cuddihy. 2019. “Observed Teaching Styles of Senior Physical Education Teachers in Australia.” Curriculum Perspectives 39 (1): 47–57. https://doi.org/10.1007/s41297-018-0048-8.

 Google Scholar

Telford, R. M., L. S. Olive, R. J. Keegan, S. Keegan, L. M. Barnett, and R. D. Telford. 2021. “Student Outcomes of Physical Education and Physical Literacy (PEPL) Approach: A Pragmatic Cluster Randomised Controlled Trial of Multicomponent Intervention to Improve Physical Literacy in Primary Schools.” Physical Education and Sport Pedagogy 26 (1): 97–110. https://doi.org/10.1080/17408989.2020.1799967.

 Web of Science ®Google Scholar

Whatman, S., and K. Main. 2018. “Re-Engaging ‘Youth at Risk’ of Disengaging from Schooling through Rugby League Club Partnership: Unpacking the Pedagogic Practices of the Titans Learning Centre.” Sport, Education and Society 23 (4): 339–353. https://doi.org/10.1080/13573322.2016.1184135.

 Web of Science ®Google Scholar

Whipp, P., A. Taggart, and B. Jackson, “. 2014. “Differentiation in Outcome-Focused Physical Education: Pedagogical Rhetoric and Reality.” Physical Education and Sport Pedagogy 19 (4): 370–382. https://doi.org/10.1080/17408989.2012.754001.

 Web of Science ®Google Scholar

Whipp, P., B. Jackson, J. Dimmock, and J. Soh. 2015. “The Effects of Formalized and Trained Non-Reciprocal Peer Teaching on Psychosocial, Behavioural, Pedagogical and Motor Learning Outcomes in Physical Education.” Frontiers in Psychology 6: 149. https://doi.org/10.3389/fpsyg.2015.00149.

 Web of Science ®Google Scholar

Whittle, R., A. Telford, and A. Benson. 2015. “The ‘Perfect’ Senior (VCE) Secondary Physical Education Teacher: Student Perceptions of Teacher-Related Factors That Influence Academic Performance.” Australian Journal of Teacher Education 40 (40): 1–22. https://doi.org/10.14221/ajte.2015v40n8.1.

 Google Scholar

Whittle, R., A. Benson, and A. Telford. 2017a. “Exploring Context Specific Teacher Efficacy in Senior Secondary (VCE) Physical Education Teachers.” Teaching and Teacher Education 68: 21–29. https://doi.org/10.1016/j.tate.2017.08.006.

 Web of Science ®Google Scholar

Whittle, R., A. Benson, and A. Telford. 2017b. “Enrolment, Content and Assessment: A Review of Examinable Senior Secondary (16-19- Year Olds) Physical Education Courses: An International Perspective.” The Curriculum Journal 28 (4): 598–625. https://doi.org/10.1080/09585176.2017.1318770.

 Web of Science ®Google Scholar

Whittle, R., A. Benson, S. Ullah, and A. Telford. 2017. “Student Performance in High-Stakes Examinations Based on Content Area in Senior Secondary (VCE) Physical Education.” Physical Education and Sport Pedagogy 22 (6): 632–646. https://doi.org/10.1080/17408989.2017.1310831.

 Web of Science ®Google Scholar

Whittle, R., A. Benson, S. Ullah, and A. Telford. 2018. “Investigating the Influence of Question Type and Cognitive Process on Academic Performance in VCE Physical Education: A Secondary Data Analysis.” Educational Research and Evaluation 24 (8): 504–522. https://doi.org/10.1080/13803611.2019.1612256.

 Google Scholar

Whittle, R., A. Telford, and A. Benson. 2018. “Teacher’s Perceptions of How They Influence Student Academic Performance in VCE Physical Education.” Australian Journal of Teacher Education 43 (2): 1–25. https://doi.org/10.14221/ajte.2018v43n2.1.

 Google Scholar

Whittle, R., A. Telford, and A. Benson. 2019. “Insights from Senior-Secondary Physical Education Students on Teacher-Related Factors They Perceive to Influence Academic Achievement.” Australian Journal of Teacher Education 44 (6): 69–90. https://doi.org/10.14221/ajte.2018v44n6.5.

 Web of Science ®Google Scholar

Williams, J., and S. Pill. 2019. “What Does the Term ‘Quality Physical Education’ Mean for Health and Physical Education Teachers in Australian Capital Territory Schools?” European Physical Education Review 25 (4): 1193–1210. https://doi.org/10.1177/1356336X18810714.

 Web of Science ®Google Scholar