Hybridization of Sport Education and Teaching Games for Understanding on Students’ Holistic Learning Outcomes

Abstract

This study explored the impact of a hybrid Sport Education and Teaching Games for Understanding model on students’ holistic learning outcomes. A descriptive experimental design was used with 80 participants (54 males and 26 females; M age  = 18.18, SD  = 0.39). Cognitive and physical outcomes were assessed using Game Performance Assessment Instrument, while psychosocial outcomes were measured with the Intrinsic Motivation Inventory and the Academic Self-Regulation Questionnaire. Data analysis included descriptive statistics, analysis of variance, paired t -tests, and Cohen’s d . Results indicated significant improvements in cognitive and physical domains (mean difference [MD] = 2.5, p  < .05) and psychosocial factors, including enjoyment, perceived effort, competency (MD = 35.52, p  < .05), and autonomy (MD = 25.17, p  < .05). External regulation significantly influenced perceived autonomy (MD = 7.6). These findings highlight the hybrid Sport Education and Teaching Games for Understanding model as a superior alternative to traditional PE approaches, enhancing students’ holistic learning.