Holistic Education in Physical Education: A Systematic Review of Conceptualisations, Practices, Outcomes, and Challenges

Abstract

Physical education (PE) can contribute to whole-person development, yet its potential is often constrained by mind–body dualism, narrow performance priorities, and limited teacher preparation. This systematic review examined how holistic PE has been conceptualised, enacted, evaluated, and challenged in research published from 2015 to 2025. Following PRISMA guidance, six databases were searched for peer-reviewed studies. After title, abstract, and full-text screening, 35 studies addressing holistic PE in formal educational settings were included. An inductive, domain-based thematic synthesis combined open coding with thematic clustering across four predefined domains: conceptualisations, practices, outcomes, and challenges. The analysis generated 152 codes, 189 subthemes, and 15 meta-themes. Across the literature, holistic PE was commonly framed through physical and health literacy, embodiment, whole-person health, and the development of personal and social resources. Reported practices included embodied, reflective, culturally responsive, and interdisciplinary approaches. Outcomes extended beyond physical competence to cognitive development, social and emotional learning, values, agency, and health literacy. Persistent barriers included standardised assessment, mind–body dualism, weak cultural integration, and insufficient teacher preparation. Based on these findings, the review proposes the Holistic Physical Education Ripple Framework (HPERF), informed by the Tai Chi symbol and systems thinking. HPERF represents holistic PE as an evolving ecosystem in which concepts, practices, outcomes, and challenges interact dynamically. It provides a flexible structure for curriculum design, reflective teaching, evidence mapping, and future longitudinal research.