Objectives: Comparative evidence on learner-centered versus teacher-centered dance pedagogy is fragmented. Thus, the aim of this study was to synthesize the effects of learner-centered and more teacher-directed dance pedagogies on dance learning and related outcomes. Methods: Eligible studies were original empirical investigations conducted in dance-education settings, including school, studio/conservatory, higher-education, community, extracurricular, and related contexts, using qualitative, mixed-methods, observational, quasi-experimental, or randomized designs. Eligible pedagogical approaches examined learner-centered or more teacher-directed dance teaching, operationalized through features such as learner choice/autonomy, exploration and problem solving, reflection and dialog, collaboration and peer feedback, or direct instruction and demonstration-imitation; eligible outcomes comprised dance learning and performance, motor/physical, motivational-affective, self-related, cognitive, psychosocial, participation-related, and implementation outcomes. Information sources included PubMed, Scopus, and Web of Science. The JBI checklists and RoB 2 were used as risk of bias tools as appropriate. Results: Among the 38 included original studies, results revealed that learner-centered features (reflection, dialog, collaboration, observation, and choice) were more often associated with more favorable cognitive, self-related, psychosocial, and implementation outcomes. Evidence for superior technical effects over structured teacher guidance was mixed and motor/physical and participation outcomes were sparse. Evidence was heterogeneous and predominantly qualitative and most qualitative studies were moderate quality, while most quasi-experimental studies were high risk of bias. Conclusion: Overall, the available evidence tentatively suggests that learner-centered elements may enhance several educational outcomes in dance, although conclusions remain tentative because of heterogeneity in study designs, outcomes, and risk of bias. Registration: OSF 2q5v6. Systematic review registration: Open Science Framework website (Id: 2q5v6, 18/03/2026).

Objective: To systematically evaluate the rehabilitation effect of brain-computer interface (BCI)-controlled hand robot training on post-stroke motor functions, especially upper limb functions. Methods: PubMed, Embase, Web of Science, Cochrane Library, CNKI, SinoMed, WanFang Data, and VIP Database were searched from inception to 13 March 2026. Randomized controlled trials (RCTs) with dose-matched designs were included, where the test group underwent BCI-controlled hand robot training and the control group received either pure hand robot training or routine rehabilitation. Meta-analysis was performed on RevMan 5.4. Results: Totally 11 RCTs involving 380 patients were included. Compared with hand robot training alone, BCI-controlled hand robot training significantly improved Fugl-Meyer Assessment for Upper Extremity (FMA-UE) scores (MD = 4.87, 95% CI: 1.04 to 8.69) and FMA-UE proximal scores (MD = 4.44, 95% CI: 0.15 to 8.74), and significantly reduced finger flexor spasticity (MD = −0.44, 95% CI: −0.68 to −0.21), but showed no significant difference in distal upper limb motor function or Action Research Arm Test (ARAT) scores. Compared with routine rehabilitation, BCI-controlled hand robot training significantly improved FMA-UE scores (MD = 6.55, 95% CI: 3.49 to 9.61). Conclusions: BCI-controlled hand robot training can effectively improve overall upper limb and proximal motor function after stroke and alleviate finger flexor spasticity, but the evidence for distal hand function and long-term efficacy remains limited.

Objectives: This systematic review identifies and synthesizes quantitative evidence regarding whether psychosocial constructs, specifically groupness, social support, self-efficacy, enjoyment, and instructor behavior, are associated with behavioral adherence to adult group fitness classes. Methods: Electronic searches were conducted in PubMed, Scopus, and Web of Science. Eligible studies included quantitative analyses of adults in instructor-led group exercise. Risk of bias was appraised using ROBINS-I, and JBI critical appraisal tools, as appropriate to study design. Results: Twenty-one studies met inclusion criteria. Self-efficacy was the most consistently supported domain, with several behavior-specific efficacy measures showing small-to-moderate positive associations with attendance-based adherence, although null findings were also observed when measures were less temporally aligned or when outcomes shifted to post-program continuation. Social-relational and instructor-related constructs showed more context-dependent evidence: social attraction, social cohesion, reliable alliance, group identification, and selected leader behaviors were more consistently favorable than generic social support or broad cohesion measures. Enjoyment and affective response showed the weakest independent evidence, with positive associations mainly when affective constructs were measured close to the attendance decision. Adherence in instructor-led group exercise settings appears to be influenced by perceived capability, social-relational processes, instructor-shaped motivational climate, and affective valuation, although the available evidence is heterogeneous and predominantly observational. Future research should use multilevel longitudinal designs, instructor- and class-level clustering, repeated affective assessment, and causal pathway modeling to test how these mechanisms support repeated attendance and longer-term maintenance.