College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China.
College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China.
Int J Environ Res Public Health. 2022 Aug 5;19(15):9673. doi: 10.3390/ijerph19159673.
Hybrid implementation of pedagogical models (PMs) helps to overcome the limitations of a single pedagogical model (PM) when it comes to improving student learning outcomes in physical education (PE). Empirical research on hybridizations has grown substantially in recent years, so the purpose of this study was to conduct a systematic review on the effects and mechanisms of different hybridizations on students' learning outcomes (i.e., motor, cognitive, affective, and social) in PE. Electronic databases, including ERIC, SCOPUS, EBSCO host, and Web of Science, were used to select intervention studies. After inclusion and exclusion criteria were applied, 17 high-quality studies, published in English peer-reviewed journals, were assessed. Results show that there were seven different hybrid models having impacts on students' learning outcomes, which could be divided into four categories: (1) game performance and technical skills; (2) understanding of tactics and decision-making abilities; (3) motivation, autonomy, and confidence; (4) interpersonal skills, cooperative learning ability, and responsibility. Length of implementation and teachers' familiarity were the main factors that limit the implementation on hybridizations. Future research should consider quasi-experiments with control groups of hybrids versus single models to figure out the advantages of the hybrid model over the single model; including more evidence from different schools, regions, and countries is necessary.
混合教学模式（PM）的实施有助于克服单一教学模式（PM）在提高体育教育（PE）学生学习成果方面的局限性。近年来，关于混合教学的实证研究有了很大的发展，因此，本研究旨在对不同混合教学对学生学习成果（即运动、认知、情感和社会）的效果和机制进行系统综述。研究使用了包括 ERIC、SCOPUS、EBSCOhost 和 Web of Science 在内的电子数据库来选择干预研究。在应用纳入和排除标准后，评估了 17 篇发表在英文同行评审期刊上的高质量研究。结果表明，有七种不同的混合模式对学生的学习成果产生了影响，这些模式可以分为四类：（1）游戏表现和技术技能；（2）战术理解和决策能力；（3）动机、自主性和信心；（4）人际交往能力、合作学习能力和责任感。实施的时间长短和教师的熟悉程度是限制混合教学实施的主要因素。未来的研究应考虑采用对照组的准实验设计，比较混合模式与单一模式的效果，以确定混合模式相对于单一模式的优势；还需要纳入来自不同学校、地区和国家的更多证据。
