SynthesisPloS one2025
Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics.
Synthesis in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Understanding Variation in Social and Emotional Learning Effects: A Systematic Review and Meta-Analysis of Physical Education and Physical Activity.Journal of youth and adolescence · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Despite substantial evidence supporting the positive effects of the Sport Education Model (SEM) on students' physical abilities, mental health, and social skills, significant knowledge gaps persist regarding the moderating variables that influence its effectiveness. This study investigates the facilitative effects of SEM on students' physical education learning and examines the Participant and Intervention Characteristics that modulate its impact. Following the PICOS framework, two researchers independently conducted a comprehensive literature search across Web of Science, Scopus, PubMed, and EBSCOhost (CINAHL with Full Text and SPORTDiscus with Full Text) databases. The quality of the included studies was assessed using the Cochrane Handbook for Systematic Reviews of Interventions, and a meta-analysis was performed on the selected studies. A total of 15 studies involving 2,890 participants were included in this meta-analysis. The results indicate that SEM significantly improves students' physical education learning outcomes (Effect size = 0.590, 95% CI: 0.284-0.897, P < 0.001). Subgroup analyses revealed that SEM intervention was particularly effective for secondary school students (Effect size = 1.055, 95% CI: 0.361-1.759, P = 0.003), those in small class sizes (Effect size = 1.058, 95% CI: 0.314-1.802, P = 0.005), and students without prior SEM experience (Effect size = 0.604, 95% CI: 0.136-1.072, P = 0.011), and the most effective SEM intervention plan comprises 2 sessions per week (Effect size = 1.820, 95% CI: 0.486-3.154, P = 0.008), with each session lasting at least 60 minutes (Effect size = 1.002, 95% CI: 0.437-1.568, P = 0.001) and a total of no more than 18 sessions (Effect size = 0.654, 95% CI: 0.297-1.010, P = 0.001). SEM effectively enhances students' physical education learning and positively influences their cognitive and non-cognitive abilities. The most effective intervention includes two weekly lessons of at least 60 minutes each, totaling no more than 18 lessons, targeting secondary students without prior SEM experience in small class sizes. This study offers practical recommendations for SEM implementation and theoretical support for the high-quality development of school sports.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.