Creative student-centered pedagogies in physical education: a systematic review and meta-analysis of multidimensional outcomes

Creativity in physical education (PE) is an emerging focus in child and adolescent development, yet comprehensive syntheses examining creative didactic approaches and their impact on learning outcomes in school-aged children remain limited. This systematic review and meta-analysis aim to deeply evaluate the effectiveness of creative, student-centered pedagogies in physical education (PE) and to integrate empirical findings with conceptual frameworks to advance pedagogical understanding. A systematic review was conducted in accordance with PRISMA guidelines (2014–2024), with searches performed across five databases: ScienceDirect, PubMed, Springer, SPORTDiscus, and Scopus, using defined terms related to creativity and pedagogy in physical education. Studies were selected based on PICOT criteria, focusing on school-based interventions involving students aged 6–18 years. Dual independent screening, with discrepancies resolved by consensus, ensured methodological rigor. A total of 43 studies met the inclusion criteria: 29 empirical and 14 conceptual. Meta-analytic results demonstrated consistent positive effects on creativity (g = 0.35), behavioral regulation (g = 0.40), physical activity engagement (g = 0.38), and technology use (g = 0.29). Moderator analyses revealed greater impact in younger students, longer-duration interventions, and high-resource educational settings. The 14 conceptual studies, rooted in theories such as self-determination and embodied cognition, provided explanatory frameworks emphasizing autonomy support, sensorimotor engagement, and social-emotional learning as key mechanisms driving observed outcomes.