Game-Centered Approaches in Primary Physical Education: A Systematic Review of Implementation and Learning Outcomes

Background. Game-centered approaches (GCAs) have arisen as innovative pedagogical frameworks in physical education (PE), providing an alternative to conventional technique-focused instruction. GCAs seek to foster comprehensive student growth in physical, cognitive, emotional, and social areas by prioritizing tactical comprehension, adjusted gameplay, and reflective inquiry. Objectives. This systematic review aimed to consolidate empirical evidence regarding the implementation and educational outcomes of Game-Centered Approaches (GCAs) in elementary physical education. It focused on delineating the scope, patterns, and pedagogical effects of diverse models. Materials and methods. Following PRISMA standards, an extensive search was performed across five databases (Scopus, Web of Science, EBSCOHost, Google Scholar, and PubMed) for peer-reviewed experimental papers published till April 2025. The inclusion criteria emphasized elementary-level therapies using GCAs with quantifiable outcomes in motor, cognitive, psychosocial, or affective domains. Thirty-four studies were incorporated and examined utilizing a qualitative synthesis framework based on the PICO model. Results. Teaching Games for Understanding (TGfU), Tactical Games Model (TGM) were the most commonly used models, typically integrated into invasion games and organized curriculum. GCAs exhibited substantial advantages in enhancing core movement abilities, gaming performance, decision-making, motivation, creativity, and emotional engagement. Hybrid models and socio-motor modifications improved the application of GCA, while large-scale initiatives expanded their influence on social development and well-being. Nonetheless, no singular model adequately addressed all four learning areas, highlighting the necessity for strategic model integration. Conclusions. The findings confirm that GCAs are a robust pedagogical framework for elementary physical education, promoting multifaceted student outcomes and aligning with 21st-century educational objectives. Further research should emphasize longitudinal, comparative, and context-sensitive methodologies, while teacher professional development must facilitate these models’ practical, inclusive, and sustainable implementation.