Effects of Blended Learning in Physical Education among University Students: A Systematic Review

(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Chen Wang [verfasserIn] Roxana Dev Omar Dev [verfasserIn] Kim Geok Soh [verfasserIn] Nasnoor Juzaily Mohd Nasiruddin [verfasserIn] Yuansheng Wang [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	blended learning physical education sports

Übergeordnetes Werk:	In: Education Sciences - MDPI AG, 2012, 12(2022), 8, p 530
Übergeordnetes Werk:	volume:12 ; year:2022 ; number:8, p 530

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/educsci12080530

Katalog-ID:	DOAJ030402905

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allfields	10.3390/educsci12080530 doi (DE-627)DOAJ030402905 (DE-599)DOAJ10e38b27e8714eb8a6e7fb13c55f7660 DE-627 ger DE-627 rakwb eng Chen Wang verfasserin aut Effects of Blended Learning in Physical Education among University Students: A Systematic Review 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier (1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly. blended learning physical education sports Education L Roxana Dev Omar Dev verfasserin aut Kim Geok Soh verfasserin aut Nasnoor Juzaily Mohd Nasiruddin verfasserin aut Yuansheng Wang verfasserin aut In Education Sciences MDPI AG, 2012 12(2022), 8, p 530 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:12 year:2022 number:8, p 530 https://doi.org/10.3390/educsci12080530 kostenfrei https://doaj.org/article/10e38b27e8714eb8a6e7fb13c55f7660 kostenfrei https://www.mdpi.com/2227-7102/12/8/530 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2022 8, p 530
spelling	10.3390/educsci12080530 doi (DE-627)DOAJ030402905 (DE-599)DOAJ10e38b27e8714eb8a6e7fb13c55f7660 DE-627 ger DE-627 rakwb eng Chen Wang verfasserin aut Effects of Blended Learning in Physical Education among University Students: A Systematic Review 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier (1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly. blended learning physical education sports Education L Roxana Dev Omar Dev verfasserin aut Kim Geok Soh verfasserin aut Nasnoor Juzaily Mohd Nasiruddin verfasserin aut Yuansheng Wang verfasserin aut In Education Sciences MDPI AG, 2012 12(2022), 8, p 530 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:12 year:2022 number:8, p 530 https://doi.org/10.3390/educsci12080530 kostenfrei https://doaj.org/article/10e38b27e8714eb8a6e7fb13c55f7660 kostenfrei https://www.mdpi.com/2227-7102/12/8/530 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2022 8, p 530
allfields_unstemmed	10.3390/educsci12080530 doi (DE-627)DOAJ030402905 (DE-599)DOAJ10e38b27e8714eb8a6e7fb13c55f7660 DE-627 ger DE-627 rakwb eng Chen Wang verfasserin aut Effects of Blended Learning in Physical Education among University Students: A Systematic Review 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier (1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly. blended learning physical education sports Education L Roxana Dev Omar Dev verfasserin aut Kim Geok Soh verfasserin aut Nasnoor Juzaily Mohd Nasiruddin verfasserin aut Yuansheng Wang verfasserin aut In Education Sciences MDPI AG, 2012 12(2022), 8, p 530 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:12 year:2022 number:8, p 530 https://doi.org/10.3390/educsci12080530 kostenfrei https://doaj.org/article/10e38b27e8714eb8a6e7fb13c55f7660 kostenfrei https://www.mdpi.com/2227-7102/12/8/530 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2022 8, p 530
allfieldsGer	10.3390/educsci12080530 doi (DE-627)DOAJ030402905 (DE-599)DOAJ10e38b27e8714eb8a6e7fb13c55f7660 DE-627 ger DE-627 rakwb eng Chen Wang verfasserin aut Effects of Blended Learning in Physical Education among University Students: A Systematic Review 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier (1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly. blended learning physical education sports Education L Roxana Dev Omar Dev verfasserin aut Kim Geok Soh verfasserin aut Nasnoor Juzaily Mohd Nasiruddin verfasserin aut Yuansheng Wang verfasserin aut In Education Sciences MDPI AG, 2012 12(2022), 8, p 530 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:12 year:2022 number:8, p 530 https://doi.org/10.3390/educsci12080530 kostenfrei https://doaj.org/article/10e38b27e8714eb8a6e7fb13c55f7660 kostenfrei https://www.mdpi.com/2227-7102/12/8/530 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2022 8, p 530
allfieldsSound	10.3390/educsci12080530 doi (DE-627)DOAJ030402905 (DE-599)DOAJ10e38b27e8714eb8a6e7fb13c55f7660 DE-627 ger DE-627 rakwb eng Chen Wang verfasserin aut Effects of Blended Learning in Physical Education among University Students: A Systematic Review 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier (1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly. blended learning physical education sports Education L Roxana Dev Omar Dev verfasserin aut Kim Geok Soh verfasserin aut Nasnoor Juzaily Mohd Nasiruddin verfasserin aut Yuansheng Wang verfasserin aut In Education Sciences MDPI AG, 2012 12(2022), 8, p 530 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:12 year:2022 number:8, p 530 https://doi.org/10.3390/educsci12080530 kostenfrei https://doaj.org/article/10e38b27e8714eb8a6e7fb13c55f7660 kostenfrei https://www.mdpi.com/2227-7102/12/8/530 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2022 8, p 530
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However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). 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author	Chen Wang
spellingShingle	Chen Wang misc blended learning misc physical education misc sports misc Education misc L Effects of Blended Learning in Physical Education among University Students: A Systematic Review
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topic_title	Effects of Blended Learning in Physical Education among University Students: A Systematic Review blended learning physical education sports
topic	misc blended learning misc physical education misc sports misc Education misc L
topic_unstemmed	misc blended learning misc physical education misc sports misc Education misc L
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title	Effects of Blended Learning in Physical Education among University Students: A Systematic Review
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title_full	Effects of Blended Learning in Physical Education among University Students: A Systematic Review
author_sort	Chen Wang
journal	Education Sciences
journalStr	Education Sciences
lang_code	eng
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author_browse	Chen Wang Roxana Dev Omar Dev Kim Geok Soh Nasnoor Juzaily Mohd Nasiruddin Yuansheng Wang
container_volume	12
format_se	Elektronische Aufsätze
author-letter	Chen Wang
doi_str_mv	10.3390/educsci12080530
author2-role	verfasserin
title_sort	effects of blended learning in physical education among university students: a systematic review
title_auth	Effects of Blended Learning in Physical Education among University Students: A Systematic Review
abstract	(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.
abstractGer	(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.
abstract_unstemmed	(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (<i<n</i< = 6), badminton (<i<n</i< = 3), dance (<i<n</i< = 3), volleyball (<i<n</i< = 1), yoga (<i<n</i< = 1), aerobics (<i<n</i< = 1), Taiji (<i<n</i< = 1), swimming (<i<n</i< = 1), and tennis (<i<n</i< = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (<i<n</i< = 1), sit and reach (<i<n</i< = 1), pull-ups (<i<n</i< = 1), 1000 m (<i<n</i< = 3), and 800 m (<i<n</i< = 1). However, there was no significant difference in body weight (<i<n</i< = 1) or standing long jump (<i<n</i< = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.
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title_short	Effects of Blended Learning in Physical Education among University Students: A Systematic Review
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author2	Roxana Dev Omar Dev Kim Geok Soh Nasnoor Juzaily Mohd Nasiruddin Yuansheng Wang
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