Creative student-centered pedagogies in physical education: a systematic review and meta-analysis of multidimensional outcomes
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https://doi.org/10.17979/sportis.2026.12.2.12602Abstract
Creativity in physical education (PE) is an emerging focus in child and adolescent development, yet comprehensive syntheses examining creative didactic approaches and their impact on learning outcomes in school-aged children remain limited. This systematic review and meta-analysis aim to deeply evaluate the effectiveness of creative, student-centered pedagogies in physical education (PE) and to integrate empirical findings with conceptual frameworks to advance pedagogical understanding. A systematic review was conducted in accordance with PRISMA guidelines (2014–2024), with searches performed across five databases: ScienceDirect, PubMed, Springer, SPORTDiscus, and Scopus, using defined terms related to creativity and pedagogy in physical education. Studies were selected based on PICOT criteria, focusing on school-based interventions involving students aged 6–18 years. Dual independent screening, with discrepancies resolved by consensus, ensured methodological rigor. A total of 43 studies met the inclusion criteria: 29 empirical and 14 conceptual. Meta-analytic results demonstrated consistent positive effects on creativity (g = 0.35), behavioral regulation (g = 0.40), physical activity engagement (g = 0.38), and technology use (g = 0.29). Moderator analyses revealed greater impact in younger students, longer-duration interventions, and high-resource educational settings. The 14 conceptual studies, rooted in theories such as self-determination and embodied cognition, provided explanatory frameworks emphasizing autonomy support, sensorimotor engagement, and social-emotional learning as key mechanisms driving observed outcomes.
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