Student engagement is an essential indicator of educational quality and an instability behavior influenced by teachers. However, research on how teacher support influences this behavioral outcome in physical education has started late compared to academic settings. Hence, this systematic review aims to examine the empirical literature regarding the relationship between perceived teacher support and student engagement in physical education. This review complied with the PRISMA statement and ultimately found 11 eligible studies through the literature utilizing several databases, namely, Web of Science, SCOPUS, PsycINFO, ERIC, and SPORTDiscus. The results revealed a significant positive relationship between perceived teacher support and multiple dimensions of student engagement in physical education, especially in behavioral and emotional engagement. Mediating effects were found in five studies, and autonomous motivation and psychological need satisfaction were the crucial mediators. Teacher support plays a vital role in positive student–teacher interactions and students demonstrate enhanced engagement in physical education learning when teachers provide autonomy, competence, and emotional support. This study has great significance for developing instructional strategies to improve the sustainability of student engagement in physical education and also provides insight for researchers exploring options for optimizing motivational teaching styles to promote the development of sustainable teaching practices.

Participation in sports and physical activity (PA) is often considered a potential contributor to psychological resilience due to its physical, cognitive, and social benefits. This review aims to synthesize an extensive overview of the existing knowledge landscape, shedding light on the mechanisms through which sport and PA may contribute to psychological resilience among students. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement review method, we comprehensively searched key databases, including EBSCOhost and Scopus. Note that a total of 353 publications were initially determined. The final finding data concludes that 15 met the selection criteria. The findings were synthesized based on three themes: enhancing positive mental health, reducing negative emotions, and mitigating depression and anxiety. These outcomes highlight the transformative potential of sports and PAs in nurturing a robust psychological foundation among student populations. However, it calls for more robust and standardized research approaches. This is with implications suggesting the integration of sports and PA into comprehensive mental health programs, emphasizing their multifaceted benefits beyond psychological resilience. Tailoring interventions, recognizing the social aspects, and emphasizing the personalized approach can contribute to more effective mental health promotion strategies for students.

Student engagement is a malleable behavior shaped by instructional environments and widely regarded as a key component of higher education quality. Nevertheless, many college students have inadequate positive experiences with physical education classes, characterized by a lack of engagement. Therefore, framed within the self-determination theory and social cognitive theory, the present empirical research investigates how autonomy, relatedness, and competence support are associated with student engagement during physical education learning, focusing on the mediating variables of autonomous motivation and self-efficacy. Data collection involved a cross-sectional survey administered to undergraduates from four colleges located in Jiangxi Province, China. After excluding invalid questionnaires, 406 eligible responses were included in the data analysis. Structural equation modelling was then constructed through AMOS 26.0 for hypothesis testing. According to the findings, teacher autonomy and relatedness support were significantly related to student engagement, while competence support showed no significant correlation. Additionally, the pathways from autonomy and competence support to student engagement were both mediated by autonomous motivation. However, its mediating role was not supported in the link between relatedness support and student engagement. Furthermore, teacher autonomy, competence, and relatedness support all significantly influence student engagement via self-efficacy. The present study explores the relational mechanisms linking teacher support to student engagement in college physical education. These results contribute to refining teaching strategies to enhance student engagement while providing insights into optimally motivating instruction in higher education physical education teaching.

This meta-analysis aimed to examine the effects of plyometric training on physical fitness attributes in handball players. A systematic literature search across PubMed, SCOPUS, SPORTDiscus, and Web of Science identified 20 studies with 563 players. Plyometric training showed significant medium-to-large effects on various attributes: countermovement jump with arms (ES = 1.84), countermovement jump (ES = 1.33), squat jump (ES = 1.17), and horizontal jump (ES = 0.83), ≤ 10-m linear sprint time (ES = -1.12), > 10-m linear sprint time (ES = -1.46), repeated sprint ability with change-of-direction time (ES = -1.53), agility (ES = -1.60), maximal strength (ES = 0.52), and force–velocity (muscle power) (ES = 1.13). No significant impact on balance was found. Subgroup analysis indicated more pronounced agility improvements in players ≤ 66.6 kg compared to > 66.6 kg (ES = -1.93 vs. -0.23, p = 0.014). Additionally, greater improvements were observed in linear sprint and repeat sprint ability when comparing training durations of > 8 weeks with those ≤ 8 weeks (ES = -2.30 to -2.89 vs. ES = -0.92 to -0.97). In conclusion, plyometric training effectively improves various physical fitness attributes, including jump performance, linear sprint ability, maximal strength, muscle power and agility.

Since the Tactical Games Model (TGM) was adopted and popularised by Oslin, Griffin, and Mitchell, research interest in this model has surged, increasing its application in teaching and research. However, much-existing research is fragmented and lacks a comprehensive review. This systematic review aims to fill that gap by thoroughly analysing the literature on TGM within the context of physical education, highlighting current trends and developments. We systematically searched four online databases, identifying 38 relevant articles for inclusion, which were then evaluated across eight domains following PRISMA guidelines. The analysis indicates a steady increase in TGM-focused research within physical education, particularly at the K-12 level. However, there is a notable absence of studies addressing higher education, as well as teachers and coaches. The review also found that the majority of TGM research is concentrated on team sports and invasion games, with limited exploration of other sports. The research objectives often centred on extrinsic factors, such as game performance, skill level, and physical activity (PA) level, as well as intrinsic factors, intrinsic motivation, stress, and enjoyment. The TGM has shown varying levels of success in improving these factors. Despite the recognised benefits of TGM in physical education, its impact on cognitive aspects and decision-making remains underexplored. This systematic review may serve as a valuable resource for educators and researchers, supporting the broader application of TGM across different areas of physical education and potentially leading to enhanced student outcomes.