Pedagogical Models, Physical Activity and Intention to be Physically Active: A Systematic Review

ABSTRACT

Pedagogical models have been described as suitable for promoting positive outcomes in the physical domain of learning. Is this enough in the battle against sedentary lifestyles? To answer this question, a systematic search of four scientific literature databases was conducted. The articles were included if they met the following criteria: (1) interventions using the four most widely implemented pedagogical models (and their hybridizations), (2) analyzed physical activity (PA) and/or intention to be physically active (IPA), and (3) indexed in the Journal Citation Reports. As a result, twenty-eight articles were included. Some studies showed positive outcomes (in both PA and IPA); others showed ambiguous results (increases in one and no effects in the other) and, finally, some showed no effects. Most studies that assessed individuals’ IPA produced positive effects. IPA can lead to goals, and through goals, individuals shape their life. Thus, pedagogical models can become a major input in terms of health for future adults.

KEYWORDS:

• Physical education
• pedagogical models
• physical activity
• intention

Acknowledgments

We would like to thank the reviewers, whose comments helped to significantly improve the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/00336297.2023.2209734.