Integration of Learning Theories and Pedagogical Content Knowledge in Physical Education Instructional Models: Implications for Sport Education Design in Elementary Schools

Physical Education learning in elementary schools requires instructional designs that are not only oriented toward mastering technical skills but also toward creating meaningful learning experiences. However, the practice of Physical Education instruction is still often dominated by technical approaches that inadequately support the development of students' tactical understanding and game performance. This study aims to analyze the conceptual relationship between learning theories and Pedagogical Content Knowledge (PCK) in Physical Education instructional models and their implications for designing Sport Education units in elementary schools. The research employed a Systematic Literature Review (SLR) approach, adhering to the 2020 PRISMA guidelines. Literature searches were conducted through the Scopus database, resulting in 10 articles that met the inclusion criteria for analysis. The review findings indicate that model-based practice approaches, particularly Sport Education and Teaching Games for Understanding (TGfU), support the development of students' tactical understanding, decision-making, game skills, and learning engagement. The research findings also show that the design of Sport Education units supported by authentic assessments such as GPAI enables more contextual learning and more comprehensive evaluation. Thus, the integration of learning theories and PCK serves as a conceptual foundation for developing systematic and student-centered Physical Education learning designs in elementary schools.