Pedagogical Models in Physical Education and Their Impact on Socially, Culturally, and Economically Disadvantaged Students Through Social Justice: A Systematic Review

Abstract

This systematic review analyzed pedagogical models in Physical Education (PE) designed to promote social justice among socially, culturally, and/or economically disadvantaged students. Following PRISMA 2020 guidelines, studies published between 1975 and 2025 were identified through five databases and gray literature. Eight studies met the inclusion criteria, mainly conducted in Spain, the United States, Canada, South Korea, and the United Kingdom. The Teaching Personal and Social Responsibility (TPSR) model and the Sport Education Model (SEM) were the most frequently applied. Both models showed positive effects on personal and social responsibility, prosocial behavior, inclusion, intercultural competence, motivation, and emotional intelligence, supporting their capacity to foster more equitable and inclusive PE environments. However, most studies presented methodological limitations, including small samples, convenience sampling, and limited experimental control, resulting in moderate-to-serious risks of bias. Despite these weaknesses, the evidence supports the potential of models-based pedagogies to address educational inequalities and promote socially responsive PE.