Table 1
Main characteristics of the analyzed research
| Author(s) | Setting | Methodology Study type | Pedagogical model | Variables | Objectives | Primary outcomes |
| Gutierrez & García-López (2012) | Elementary school High school | Quantitative Experimental | Teaching Games for Understanding | Offensive behavior | To evaluate gender differences in participation and offensive tactical behavior in invasion games with mixed teams in PE. | The results confirmed participation stereotypes in invasion games: male students focused on the ball and the goal while female students took on more passive roles. These differences, which are in line with prior studies, increase during adolescence. |
| Smith et al. (2015) | Elementary school | Quantitative Quasi-experimental | Tactical Games | Health-related physical activity Levels of physical activity Motivation | To independently determine the levels of moderate-to-vigorous physical activity and the self-determined motivation of boys and girls during participation in units of invasion games with direct instruction and the Tactical Games Model. | Boys in the Tactical Games Model displayed significantly higher levels of physical activity in rugby and soccer, but no differences in motivation. The girls had similar levels in soccer but displayed lower activity levels in netball and no significant differences in motivation. |
| Amado et al. (2017) | High school | Quantitative Quasi-experimental | Learning with Dance (International Consortium of School and Art) | Basic psychological needs for support and satisfaction Intrinsic motivation Identified regulation Introjected regulation External regulation Amotivation Usefulness Enjoyment Effort Respect for facilities Effort evaluation Tolerance Cooperation Self control | To evaluate gender differences in motivational processes, and cognitive and behavioral consequences for the students after receiving a dance program based on creativity, support for autonomy, competence, and relatedness. | Significant differences were found (unrelated to the program) in the support perceived by the female students, who showed higher motivation, needs satisfaction, and more positive behavior towards dance as compared to the male students. |
| Sánchez-Hernández et al. (2018) | High school | Qualitative Experimental | Cooperative Learning | Student roles Class climate Commitment to PE | To examine how student participation in a pedagogical intervention can transform understanding of gender, sexism, and social relations in PE. | The inclusion of critical pretexts on gender was important to the success of the intervention, providing a space for the female students to reflect on soccer and sexism, and for the male students to listen. Cooperative learning improved the classroom climate, enhanced engagement, and shifted attitudes towards the female students. |
| Burgueño et al. (2019) | High school | Quantitative Quasi-experimental | Sport Education | Motivational regulation Achievement goals Social goals | To analyze the impact of the Sport Education Model on high school students’ motivation, considering the effect of gender. | Significant differences were observed in students of both genders in terms of regulation, approach-mastery goals, and responsibility. Female students increased their introjected regulation, responsibility and relationship goals, and significantly reduced amotivation. |
| González-Espinosa et al. (2019) | Elementary school | Quantitative Quasi-experimental | Tactical Games Approach (TGfU) Direct instruction | Game actions Performance indicators | To analyze the differences in basketball learning according to the teaching-learning methodology and gender. | The male and female students, independent of gender, displayed better performance with the Tactical Games Approach. Furthermore, the female students presented significant differences after applying the model, showing that it is more beneficial for female students than for their male counterparts. |
| Manzano-Sánchez et al. (2020b) | High school | Mixed Quasi-experimental | Personal and Social Responsibility | Satisfaction with the methodology Values promotion Grades | To evaluate how high school students and teachers perceive implementation of the Teaching Personal and Social Responsibility model, and its relationship with PE grades and gender differences. | Students and teachers positively evaluated the Teaching Personal and Social Responsibility model, highlighting the promotion of values and functionality. In terms of PE performance, no significant differences between the genders were observed, however the male students did display higher performance than their female counterparts. |
| Cañabate et al. (2021) | Preschool Elementary school | Qualitative NR | Cooperative Learning | Positive interdependence Individual responsibility Promotive interaction Acquisition of social skills Group processing | To analyze the foundations of Cooperative Learning in the implementation of contextualized cooperative psychomotor physical challenges. | The activities carried out encouraged behavior related to altruism, care for classmates, value for diversity, gender equality, and cooperation. |
| Gil-Arias et al. (2021) | Elementary school | Quantitative Quasi-experimental | Teaching Games for Understanding Sport Education | Supports autonomy Satisfaction of BPNs Autonomous motivation Friendship goals Satisfaction with PE | To research the motivational outcomes of elementary school boys and girls during a unit of invasion games through two pedagogical models. | Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/Sport Education Model, which promoted an equitable and inclusive learning environment that encouraged engagement, enjoyment, and social interactions regardless of sex or the unit content. |
| Llanos-Muñoz et al. (2022) | High school | Quantitative Quasi-experimental | Sport Education | Perceived inequality and gender difference Satisfaction and frustration of the need for novelty Self-determined motivation Behavioral and emotional involvement in PE classes | To analyze the impact of a didactic unit of ultimate frisbee, based on the Sport Education Model, on the psychosocial variables of high school students, and to examine differences according to gender. | The results showed a significant reduction in perceived gender inequality, frustration, and demotivation, as well as increased satisfaction of novelty and behavioral and emotional involvement. Significant differences were observed between male and female students, which suggests that this model promotes an inclusive and equal environment in PE. |
| Oliveros & Fernández-Rio (2022) | High school | Quantitative NR | Hybrid model (Sport Education and TGfU) | Level of participation in terms of physical activity | To investigate whether a hybrid pedagogical model can impact girls’ in-class physical activity levels. | The results showed significantly lower scores for female students, low physical activity based on the assigned roles (playing vs. not playing), and the hybrid model increased participation among the older students. However, it did not help students achieve the recommendations for moderate-to-vigorous physical activity. Single-sex classes, specific sports, and social influences are discussed. |
| Cañabate et al. (2023) | Elementary school | Mixed Quasi-experimental | Cooperative methodology vs. Competitive methodology | Participation in the activity Throw quality Motor skill level achieved when throwing | To look at gender differences in the efficiency of learning throwing as a fundamental motor skill using two different intervention methods: cooperative and competitive. | The results showed more notable differences between male and female students with the competitive methodology, though these decreased with the cooperative methodology. Both genders improved, with female students showing greater progress with the cooperative methodology, and male students improving with both methodologies. |
| Lamoneda et al. (2023) | High school | Qualitative with narrative analysis NR | Sport Education | Satisfaction of basic psychological needs Equal practice Motivation Satisfaction with performance | To evaluate an intervention program promoting gender equality in PE using a multidimensional methodology based on Self-Determination Theory, the Sport Education Model, and Socio-Critical Pedagogy. | The opinions of the teachers confirmed the efficacy of the It Grows program in achieving its objectives. In terms of gender equality, the students positively reported equal participation. It boosted equal participation and a reduction in sexist stereotypes. The mixed groups presented better social affective results. |
| López-Lemus et al. (2023) | High school | Quantitative Quasi-experimental | Sport Education Teaching Games for Understanding | Motivation regulation Satisfaction of basic psychological needs Intent to stay physically active Satisfaction with PE | To evaluate the effect of a mini handball didactic unit using a hybrid model (TGfU Model/Sport Education Model) as compared to Direct Instruction on motivation, satisfaction of psychological needs, motivation to stay physically active, and satisfaction with PE classes, with gender as a variable of interest in a co-ed environment. | The experimental group showed significant improvements in almost all the variables, reducing or eliminating any prior gender differences. Both genders presented similar levels of motivation, greater satisfaction with PE classes, and greater intent to stay physically active, promoting a more equitable environment. |
| Aparicio et al. (2024) | High school | Qualitative NR | Hybrid model (Sport Education, TGfU, Cooperative Learning) | Gender equality Alliances to achieve goals | To present a learning situation involving BigBall-X using a hybrid pedagogical model to promote gender equality and teamwork. | The students highly rated the BigBall-X situation for promoting gender and the creation of alliances, highlighting the lack of stereotypes and cooperative approach of the pedagogical models and alternative sports. |
| Cochon et al. (2024) | High school | Quantitative Experimental | Cooperative methodology (Jigsaw) | Engagement levels in physical activity (sedentary, light, moderate, vigorous) | To investigate the effect of Jigsaw on moderate-to-vigorous PA in PE classes in light of student sex and habituation. | Moderate-to-vigorous physical activity was greater in the control group. Long sequences of Jigsaw improved female students’ physical activity, proving it to be useful in minimizing inequalities in PE. |
| NR: Not reported. | ||||||
