Effect of pedagogical models on novelty satisfaction in physical education: A systematic review and meta-analysis

Pedagogical models in physical education (PE) have been shown to support students’ basic psychological needs. However, the role of these models in fostering novelty satisfaction remains unclear. Therefore, this systematic review and meta-analysis aimed to examine the effect of these student-centred approaches on novelty satisfaction in PE students. A systematic search was conducted in five databases (Web of Science, Scopus, SPORTDiscus, ERIC, and PsycINFO) up to November 2024. Studies were included if they: (a) targeted school-aged students, (b) implemented one or more pedagogical models (Sport Education, Teaching Games for Understanding, Cooperative Learning, Teaching Personal and Social Responsibility, or hybrid models), and (c) assessed novelty satisfaction pre- and post-intervention. Risk of bias was evaluated using the Mixed Methods Appraisal Tool. A random-effects meta-analysis was conducted to estimate the effect of pedagogical models on novelty satisfaction. Sixteen studies met the inclusion criteria, of which 10 were included in the meta-analysis. The meta-analysis indicated a significant positive effect of these approaches on novelty satisfaction ( g = 0.59, 95% CI [0.23, 0.96], p < 0.001), although with high heterogeneity ( I 2 = 91.52%). Sensitivity analyses confirmed the robustness of results, while publication bias analysis revealed a low risk. Findings suggest that pedagogical models can effectively enhance novelty satisfaction in PE students, potentially improving their motivation and engagement. To maximise these benefits, it is recommended to vary methodologies, promote novel experiences and ensure faithful application of models.