{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T05:49:50Z","timestamp":1791352190822,"version":"4.3.1"},"reference-count":118,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T00:00:00Z","timestamp":1791331200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Physical education (PE) offers opportunities for psychological learning, but evidence of benefit depends on the outcome, design, and instructional context.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This systematic review and multilevel meta-analysis included 74 reports from 70 trial families of primary-school PE interventions. Four databases covered English-language reports published from January 2000 through 31 May 2026. Randomized and nonrandomized controlled studies were distinguished from uncontrolled pre -post and short-term within-child designs. Multilevel models addressed dependent effects, with trial-family CR2 inference.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Source-informed controlled analyses contained five core social-emotional effects from three families (g = 0.947, 95% CI [\u22120.774, 2.667]; Holm-adjusted\n                      <jats:italic>p<\/jats:italic>\n                      = 0.424) and 13 adjacent psychological effects from five families (g = 0.215, 95% CI [\u22120.386, 0.817]; Holm-adjusted\n                      <jats:italic>p<\/jats:italic>\n                      = 0.424). Model-based prediction intervals were [\u22122.387, 4.280] and [\u22121.368, 1.799], respectively. The broader controlled analysis, requiring additional variance or clustering assumptions, included 126 effects from 28 families and yielded g = 0.381, 95% CI [0.135, 0.627].\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The broader and combined source-informed estimates were similar (g = 0.381 and 0.421, respectively), although the latter was less precise; because the analyses overlap, they do not provide independent confirmation of benefit. The primary estimates remain too uncertain to define a dependable average benefit, rather than demonstrating that benefits are absent. Positive broader evidence warrants attention alongside substantial heterogeneity, source-reporting limitations, and an inconclusive exploratory small-study diagnostic. Future trials should align psychological targets, instructional content, implementation measures, and validated outcomes, and report allocation-aware uncertainty.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1962805","type":"journal-article","created":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T04:49:54Z","timestamp":1791348594000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Psychological outcomes of primary-school physical education interventions: a systematic review and multilevel meta-analysis"],"prefix":"10.3389","volume":"17","author":[{"given":"Lebin","family":"Li","sequence":"first","affiliation":[{"name":"School of Teacher Education, Southwest University","place":["Chongqing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yao","family":"Huang","sequence":"additional","affiliation":[{"name":"School of Physical Education, Southwest University","place":["Chongqing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Di","family":"Zhang","sequence":"additional","affiliation":[{"name":"School of Physical Education, Shanxi Normal University","place":["Taiyuan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jiaqing","family":"Meng","sequence":"additional","affiliation":[{"name":"School of Art, Wuhan Sports University","place":["Wuhan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"e0268098","DOI":"10.1371\/journal.pone.0268098","article-title":"An interventional study with the Maldives generalist teachers in primary school physical education: an application of self-determination theory","volume":"17","author":"Abdulla","year":"2022","journal-title":"PLoS One"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"e0232392","DOI":"10.1371\/journal.pone.0232392","article-title":"Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: a cluster-randomized controlled natural experiment","volume":"15","author":"Andrade","year":"2020","journal-title":"PLoS One"},{"key":"ref3","doi-asserted-by":"publisher","first-page":"267","DOI":"10.1080\/18377122.2013.836768","article-title":"Promoting social and emotional learning outcomes in physical education: insights from a school-based research project in Singapore","volume":"4","author":"Ang","year":"2013","journal-title":"Asia Pac. 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