Physical literacy in Primary Physical Education: A systematic review of game-centred, outdoor, and digitally supported pedagogy
DOI:
https://doi.org/10.55040/5bb5e019Keywords:
physical literacy, primary physical education, game-centred pedagogy, outdoor learning, digital scaffoldingAbstract
Primary physical education (PE) is an important context for developing physical literacy (PL), which integrates motivation, confidence, physical competence, knowledge, and understanding to support lifelong engagement in physical activity. This systematic review synthesized evidence published from 2020 to 2025 on pedagogical models, design principles, and implementation conditions associated with PL outcomes in primary PE. Using a PRISMA-informed method, studies from Scopus and Web of Science were screened, and 23 articles were included. Four themes emerged. First, hybrid pedagogical models, including game-centred approaches combined with Sport Education, TGfU, or Cooperative Learning, supported enjoyment, tactical learning, and social development. Second, autonomy support, inclusive differentiation, formative assessment, representative tasks, and progressive complexity were the most consistent design principles. Third, the more consistent evidence indicated improvements in competence-related outcomes, including fitness and skill development, while validated game-based observation strengthened authentic assessment. Fourth, teacher capacity, assessment coherence, facilities, equity, and safety culture influenced implementation and transferability. However, studies that explicitly integrated digital scaffolding, outdoor learning, and game-centred pedagogy within one primary PE design remained limited. The review concludes that digital tools and outdoor contexts should function as purposeful pedagogical supports rather than isolated additions to movement-rich, inclusive, and safely managed game-based learning.
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