Hulusi Boke

Abstract The purpose of this meta-analysis was twofold. First, to examine the effects of Teaching Games for Understanding (TGfU), compared with traditional instructional methods, on physical education (PE) students’ learning outcomes in the cognitive, social-emotional, and physical domains. Second, to explore hierarchical trends spanning the three domains. The 20 primary studies (30 reports) involving 1478 participants showed heterogeneity among effect sizes (ESs).

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess.