Supplementary file 1_Active pedagogical approaches in physical education across school and higher-education contexts and in physical education teacher education: a systematic review of pedagogical models, outcomes and implementation conditions (2005–2025).docx

Sport Education, Cooperative Learning, Teaching Games for Understanding/game-centred approaches, gamification/game-based learning, Project-/Problem-Based Learning, service-learning and hybrid models were most frequent. School and university PE studies mainly reported learner-level outcomes such as motivation, engagement, competence, participation, cooperation, motor learning and tactical understanding. PETE findings were more heterogeneous: some studies primarily examined pre-service teachers as learners, whereas others reported pedagogical understanding, knowledge for teaching, reflection, teaching self-efficacy/competence, professional identity or contextual adaptation.

Evidence of rehearsal or enactment through peer teaching, service-learning or school-related experience was less consistently reported.</p>Conclusions<p>Active pedagogical approaches are promising but context-dependent. In PETE, experiencing a pedagogy should not be treated as equivalent to learning to teach through it; professional preparation also requires opportunities to analyse, rehearse, enact, reflect on and adapt pedagogical approaches in authentic teaching contexts.</p>