Peer Assessment of Curriculum Content of Group Games in Physical Education: A Systematic Literature Review of the Last Seven Years

Abstract

The study aims to systematically review the literature on the curriculum content of group games in physical education (PE) in northern Iraq. Overall, eight studies published between 2015 and 2021 were analysed on major research objectives, methodologies, and outcomes, guided by two research questions: ‘What were the key research objectives, methods, and outcomes of the selected studies in this systematic review?’ And ‘What are the general objectives of PE, the standards for selecting the contents of curricula, and the types of assessments used in PE?’. This study aims to provide a guide for Northern Iraqi universities on how to incorporate group games into PE based on the analysis of the related current literature. For that reason, researchers have primarily used quantitative, qualitative, and mixed-methods approaches to investigate learning phenomena, with most studies indicating positive learning outcomes. Besides, most studies were conducted in the formal educational setting, revealing three general objectives of PE: psychokinetic, social-emotional, and knowledge. The standards for selecting curricula contents include validity/effectiveness, self-sufficiency, significance, interest, learnability, utility, and consistency with social realities. Moreover, three types of assessments were used in PE: cognitive assessment, summative assessment, and formative assessment. The findings shed light on the main curriculum content of PE and how group games can potentially be included in the curriculum of PE in educational settings.

1. Introduction

Group games greatly contribute to children and adolescents’ quality of life regarding both physical and mental wellbeing. However, it can have a more positive impact if it is included in the curriculum of PE [1].

Curriculum intellectuals have identified four essential orientations of education: social transformation, self-realisation, the learning process, and ecological validity [2]. A challenging area of curriculum study is curriculum theory which includes several unfavourable and ambitious fractions opposed to one another [3]. The disagreement on appropriate curriculum theories would connect ideological viewpoints to political decisions by ideological followers. Thus, curriculum theory is how a curriculum is developed and regulated, while curriculum education is a historical curriculum study and a review of the current educational curriculum and policy decision-making [4].

The curriculum theory involves four dimensions: goals or objectives, materials or topics, methods or procedures, and assessment or evaluation. The first dimension concerns whether certain topics should be included in the curriculum [5]. Additionally, the four categories of curriculum inclusion rationale sets are logic portrayal of diverse areas of knowledge, unique mental or cognitive procedures, various socio-cultural differences, and meditative behaviours regarding an ideal society [6]. The second axis concerns the content or subjects, involving the information, abilities, or indicators used in selecting objects and how they are structured. Integration between items of knowledge and the degree of development within the domain are the two most important types of relationships. Besides, experts in curriculum theory stressed the previously mentioned goal and objectives. Therefore, the three paradigms that have been offered are curriculum as content, curriculum as a process, and curriculum as a product [7].

The third dimension involves procedures, methods, and instructional approaches, which follow the choices in the first two dimensions. The ways to provide the curriculum are referred to as pedagogy. Various strategies have been developed to meet the students’ needs, including didacticism, imitation, interpersonal exchange of viewpoints, and apprentice training. Additionally, symbol-processing and situational approaches are the two main learning theories that focus on learning styles, assessment, and meta-cognition in the learning process. Finally, the fourth dimension of curriculum theory is assessment or evaluation, which establishes whether the curriculum is appropriately implemented [8].

It is important to focus on the curriculum content assessment in the case of the current research and alike when it is “a process of gathering and analysing information from multiple sources to improve student learning in sustainable ways” [9]. That is why it is necessary to analyse the current literature to understand the importance of group games in PE.

1.1. Physical Education

PE is an essential stage of education as it involves adapting physical activities to social standards under an organisation’s supervision to enhance children’s leadership and physical activity. Leadership activities and development or growth are intertwined, ensuring that the educational process runs smoothly [10]. Casey et al. [11] stated that PE is crucial for students’ development. A well-organised and disciplined set of activities enables developmental changes in life’s psychological, intellectual, social, and emotional spheres. Moreover, PE aims to provide students with the knowledge and abilities required to live an active, dynamic, and healthy lifestyle [12].

A high-quality PE curriculum allows students to enjoy and succeed in various physical activities [13], eventually developing extensive talents and abilities to effectively employ tactics, design techniques, and innovative ideas. The students concentrate on their game, make decisions on the fly, consider individual and others’ performances, and seek ways to enhance it. Hence, students gain confidence in participating in numerous physical activities and learning about healthy, active lifestyles [14].

PE also increases students’ personal and social skills. Working alone or in a group enables students to build a personal and social sense of duty and fairness in capacities, including leadership, coaching, and adjudication. Ultimately, PE provides diverse opportunities for students to learn how to compete effectively, innovate, and challenge themselves in many scenarios [15].

1.2. Group Games in Physical Education

Physical games played in groups are common in the lives of juniors and teenagers. However, the hidden benefits of games have changed dramatically in recent decades, becoming more complex, diverse, realistic, and social. Amani, et al. [16] mentioned that a significant adjustment allows sports to be acknowledged as evolution-based and beneficial to mental growth. Teachers can create, execute, and organise instructional activities more significantly and authentically using such criteria. A well-known and effective teaching approach for health and PE is PE games [2].

Several games and group activities are suitable for health and PE as they appeal to and help students develop PE knowledge and skills, explicitly or implicitly. Specifically, running, throwing, catching, evasive skills, and fine motor skills, such as balance, teamwork, speed, and swiftness, are learned through health and PE activities/games [16].

Most individual or group work activities are divisible by providing several games and curriculum objectives/goals. Generally, group games aim to improve a variety of social skills. Sohrabi [17] explained that group games are characterised by an individual’s ability to engage, maintain, and develop relationships with others, whereas individual games are more focused on strengthening personal abilities. One major contributing factor to students’ failure in school is a lack of interpersonal skills, such as communication and collaborative abilities.

Furthermore, learning is a process that involves academic, social, and emotional development [18]. Interpersonal skills gained through group activities/games include self-awareness, compassion, temperament management, emotional demonstration in a constructive mode, self-regulation, coordination, and communication [19]. Additionally, scheduling communication-related activities encourages students to be more talkative and outgoing.

Specifically, games are an interesting and worthwhile way of learning as participants speak more informally within the group than in other learning methods. A game may connect students differently than other structured techniques due to its informal aspect [20]. Game outcomes are shared responsibilities by all group members, which can positively impact all members through developing communication skills. Furthermore, each group’s spirit is distinct; it remains enjoyable even when playing the same game often. Besides, teachers who utilise games to supplement instruction with a specific goal and plan may gain favourable effects [21].

Nevertheless, no studies have been conducted on the curriculum content of group games in PE in northern Iraq. Moreover, it seems that the subject of group games had paid no attention to the curricula of PE in Northern Iraq universities to date. Therefore, this systematic review aims to present a current research synthesis on group games in PE to the academic community and provide a comprehensive analysis of the literature review to be a guide for Northern Iraq universities on how to incorporate group games in the curricula of PE, guided by the following research questions:

• What are the key research objectives, methods, and outcomes of the selected studies in this systematic review?
• What are the general aims of physical education, the standards of curriculum content selection and the types of assessment used in physical education?

2. Methodology

The systematic review identified and analysed the most relevant publications from peer-reviewed journals, including a thorough aggregation and synthesis of existing research. Moher, et al. [22] performed the study based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria.

2.1. Literature Search Process

The study conducted a systematic literature review on the curriculum content of group games in PE by applying a two-step search strategy on four electronic databases. We looked through Google Scholar, Web of Science, and EBSCOhost, three popular databases utilised by scholars from diverse fields, including PE. Firstly, an initial limited search was applied to all the databases chosen using the following keywords and index terms: ‘physical education in Iraq’, ‘curricula content of physical education’, ‘group games in physical education’, and ‘educational objectives of physical education’.

Secondly, a broad literature search was completed on the selected databases for relevant papers using all the identified keywords and index phrases. The study only reviewed research published in the last decade to discover the most recent trends in studies associated with group games in PE in northern Iraq from 2015 to the date this study was produced (August 2021). The reason to choose this period, which is around 6–7 years, is because after each Olympiad there might be changes in sport rules, and these changes have a reflection in PE, thus that is why we have considered approximately the time that is needed after an Olympiad. Additionally, the descriptors “curricula content of PE” and “group games in PE” were used with the search operators OR and AND.

2.2. Inclusion and Exclusion Criteria

Overall, 437 potentially relevant articles were extracted from the databases written in English. The inclusion had been conducted by the two authors independently, with 147 articles eliminated due to duplicity, leaving 290 articles after the duplicates were removed. Next, the qualifying criteria were developed to narrow down the target articles, denoting that each article must be relevant to the curriculum content of group games in PE or tertiary learning contexts, such as colleges and universities. Only research articles published in peer-reviewed journals were considered while excluding other platforms, such as conference papers and book chapters. Accordingly, the abstracts and full papers of the 290 articles were screened, excluding 282 articles that did not fulfil the established criteria. After another intensive look, those articles were considered which have a more accurate link to the subject under study. Finally, eight papers were chosen for this review.

3. Results and Discussion

3.1. Research Question 1: What Were the Selected Studies’ Key Research Objectives, Methods, and Outcomes in the Systematic Review?

The systematic review presented eight articles based on the publication years, as shown in

Table 1. Literature Review Matrix.

Source	Research Objective(s)	Methods	Outcomes
DinanThompson and Penney [23]	To investigate the assessment literacy of 18 primary PE teachers to gain insights into their assessment practises.	Qualitative case study: informal interview, survey, and document analysis.	Primary PE teachers had engaged with the assessment literacy framework work comprehension, application, interpretation, and critical engagement parts, but with limitations. Assessment processes were ingrained in teaching methods, although mostly superficial. Data analysis revealed assessment knowledge gaps, an emphasis on accountability and performance, and a lack of assessment moderation and student participation.
Leirhaug and Annerstedt [24]	To investigate students’ and teachers’ opinions about introducing assessment for learning (AfL) in PE at the upper-secondary level.	Mixed-method: questionnaire (1486 students from six upper secondary schools) and focus groups of 23 PE teachers.	The majority of the students in the study did not report assessment practises in PE consistent with the four fundamental concepts of AfL. This observation was backed by the fact that their PE teachers communicated a wide range of AfL understandings and enactments.
Tolgfors and Öhman [25]	To explore the effects of AfL on the teacher, the student, and the subject material in upper-secondary physical education and health (PEH).	Qualitative study: interviews.	The findings revealed distinct implications when AfL is considered (1) governance through freedom, (2) governance through control, and (3) a dialectic type of governance. The notions define unique teacher and student subjects and imply certain material constraints. Teachers demand different things from their students depending on their responsibilities, such as coach, deliverer/administrator, and moderator.
Tolgfors [26]	To determine instructor and student subjectivities and subject content in school PE classes using various versions AfL.	Mixed-method: lesson observations and semi-structured interviews	The findings identified five types of AfL in PE, each designated after its most significant aspect or function: Empowerment, Physical Activation, Constructive Alignment, Grade Generation, and Negotiation. ‘The very people who engage in discursive practices are among the products of such practices.’ Resultantly, different teacher and student subjectivities, and subject content features, are fabricated in each fabrication.
Otero-Saborido, et al. [27]	To investigate the assessment features of PE in Primary Education in Autonomous Communities’ curriculum.	Qualitative and quantitative documentary analysis.	The curricula study revealed a high level of standardisation in PE assessment, focusing on testing theoretical know-how rather than comprehensiveness. The trend highlights the curricula’s neoliberal orientation, and its separation from evaluation approaches highlighted student engagement and development.
Ahmed Aneed Salman and Mudhar Abdulbaqi Salem [28]	To discover the hurdles in the gymnastics instruction implemented in middle schools by establishing a unique measure.	Survey method.	Examples of gross negligence include the dearth of playgrounds, tools, and equipment for gymnastics in middle schools and failing to use the spaces in the schools optimally. The important proposal focuses on private sector investment in exploiting school squares.
Gadais, et al. [29]	To define and interpret the curriculum document context, philosophy, and substance (calligraphy, didactic, pedagogy, learning assessment, among others); to examine the overall scientific quality of the PE curriculum aimed at fitness preparation by the teacher in charge of youth education.	Content analysis.	The findings revealed an incomplete and rushed constructed textbook that lacked or was inconsistent with key essential features linked to pedagogy, didactics, learning, and assessment. The rationale of military preparation ostensibly to improve a student’s physical condition was a significant but unmentioned finding. The religious component was incorporated into the lessons without being explicitly stated.
Oubed, et al. [30]	To determine the efficacy of workouts to rectify initial learning errors proposed in improving the skill of stadium defence for players from specialist volleyball schools.	Experimental research.	The research demonstrated the necessity of constructing the motor programmed scientifically correct and error-free, as it is rooted and proven and becomes an original element of the motor programmed through repetition and practice, which influences skill performance and hence the team’s planning performance.

For the publication years, most papers (n = 4) were published in 2021, followed by 2016 as the second highest (n = 2). The remaining papers shared the same quantity (n = 1) of publications in 2015, 2018, 2019, and 2020.

. Indicating the key research objectives, methodology, and study outcomes, after screening and exclusion procedures described above.

DinanThompson and Penney [23] reported that assessment is an essential component of pedagogical practice and accountability systems, significantly impacting the types of information and ways of articulating knowledge valued in schools. Teachers’ assessment literacy is critical for successfully interacting with numerous assessment expectations and promoting assessment as a continuous learning process. The study gained insight into teachers’ assessment processes by performing a qualitative case study examination with 18 primary PE teachers in a remote area in Australia using informal interviews, surveys, and document analysis.

Notably, primary PE teachers had engaged with the assessment literacy framework comprehension, application, interpretation, and critical engagement parts, but with limitations. Meanwhile, assessment processes were ingrained in teaching methods, although mostly superficial. Data analysis revealed assessment knowledge gaps, highlighting accountability and performance and a lack of assessment moderation and student participation. The study focused on tensions, uncertainties, and difficulties associated with designing PE assessments and the problems regarding increasing quality and efficacy in assessment procedures.

Furthermore, Leirhaug and Annerstedt [24] examined how AfL is implemented in PE at the upper-secondary level and its ramifications. The study used a mixed-methods approach. Furthermore, quantitative data from 1486 students (15–19 years old) from six upper-secondary schools (15–19 years old) were merged and compared with qualitative data from focus groups of 23 PE teachers from the same schools. The data were analysed based on four major AfL concepts. The findings demonstrated that most students in the survey did not represent the four basic principles of AfL in their reports of assessment practice in PE, as the PE teachers communicated a wide range of AfL understandings and enactments. The research also found discrepancies between teacher and student opinions on AfL fundamental concepts, particularly feedback that propels learners ahead.

Tolgfors and Öhman [25] discussed the consequences of AfL in upper-secondary PEH. The study examined how AfL governs instructors’ and students’ activities in specific directions, inspired by the research field based on governmentality. The study also aims to analyse the possible repercussions of AfL for teachers, students, and the subject content based on instructors’ descriptions of how they integrate formative assessment in their teaching practice. The findings revealed distinct implications when AfL is considered governance through freedom, governance through control, and a dialectic type of governance.

Meanwhile, Tolgfors [26] identified instructor and student subjectivities and subject material in school PE using many versions of AfL. First, lesson observations and semi-structured interviews were employed as part of a mixed technique study. Thirteen PE lessons were observed at two upper-secondary schools, involving four classes pursuing vocational and pre-university programmes. The findings highlighted five types of AfL in PE, each designated after its most significant aspect or function: empowerment, physical activation, constructive alignment, grade generation, and negotiation. Ultimately, different teacher and student subjectivities, and subject content features, were constituted in each fabrication. The study also suggested that the backwash effect had different versions of AfL that encourage distinct learning types, such as enhanced autonomy, engagement in a community of practice, acquisition of prescribed abilities, criteria compliance, and group development.

Otero-Saborido, Vázquez-Ramos, Cenizo-Benjumea and González-Jurado [27] described that assessment is a way to learn about a PE programme. The curricula study revealed a high standardisation in PE assessment, focusing on testing theoretical know-how instead of comprehensiveness. Significantly, the trend underlines the curricula’s neoliberal orientation and separation from evaluation approaches based on student engagement and development. During PE, motor development and evaluation become a vehicle for comprehensive education, requiring a more flexible, democratically developed curriculum and assessment benchmarks.

Ahmed Aneed Salman and Mudhar Abdulbaqi Salem [28] reported that the school is the educational institution responsible for training society members in all elements of life in a thorough and balanced manner. The broad basic guideline is that all the programmes are generally based on accomplishing educational and PE goals. PE was given special attention in the school curriculum due to its favourable impact on students’ overall development in all areas of life (mental, psychological, social, and physical). The study also attempted to identify the roadblocks to introducing gymnastics lessons in middle schools and devised a particular method to address them. The survey method was applied to implement the classroom curriculum. The research community selected 48 educational supervisors specialising in PE in the provinces of the central Euphrates (Babil, Najaf, Karbala, and Diwaniyah). The findings revealed a major indifference to the lack of playgrounds, tools, and equipment for gymnastics in middle schools and a failure to utilise the areas and spaces in the schools fully. Hence, this study proposed focusing on private sector investment exploiting school squares.

Meanwhile, Gadais, Touir, Décarpentrie, Al-Khatib, Daou, Chamsine and Arvisais [29] ground-breaking examination of the PE curriculum in the Islamic State of Iraq and Syria (ISIS) primary schools described and analysed the document’s context and philosophy and its substance (calligraphy, didactic, pedagogy, learning assessment, among others). The study also examined the overall scientific quality of the PE curriculum aimed at fitness preparation by the teacher in charge of youth education. The study highlighted the manual’s philosophical and contextual difficulties, revealing an incomplete and rushed constructed textbook that lacked or was inconsistent with key essential features linked to pedagogy, didactics, learning, and assessment. The rationale of military preparation was to improve a student’s physical condition, an important finding that was unmentioned. Besides, the religious aspect was incorporated into the lessons without being explicitly stated. The ISIS PE curriculum was oriented to an absolutist/theocratic ideological or propaganda programme that emphasises the preparation of future ISIS army members. The recommendations proposed include secularisation and the reconstruction of post-ISIS education institutions.

Finally, Oubed, Ashoor and Shehab [30] demonstrated the importance of constructing the motor programme as scientifically correct and error-free, as it is rooted and proven and an original part of the programme through repetition practise, affecting skill performance and thus the team’s planning performance. Significantly, the player could permanently distort the programme occasionally. Therefore, the researchers also developed exercises combining the development of skilful performance with the planning requirements by carefully examining the changes to the incorrect motor programme, trimming and modifying it, and simultaneously developing the skill and planning aspects. The sample comprised 14 players from the Specialised Volleyball School in Basra Governorate-Abi Al-Khasib for the 2019–2020 season, accounting for 77 % of the original research community.

3.2. Research Question 2: What Are the General Objectives of Physical Education, the Standards for Selecting the Curricula Contents, and the Types of Assessments Used in Physical Education?

3.2.1. General Objectives of Physical Education

PE also addresses psychomotor, cognitive, and affective learning objectives as a subject area. Despite the established potential of PE to promote effective learning objectives, they were ill-defined in the curriculum and often neglected in practice [14]. Although the framework is new, social and emotional learning competencies, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, can be seamlessly integrated into quality, student-centred PE [31].

Given the growing policy support and existing best practice for teaching personal and social skills, continued advocacy and teacher education allow the integration of social and emotional learning competencies into the PE curriculum more intentionally and coherently. Therefore, the objectives of PE are linked to three aspects: psychokinetic, social-emotional, and knowledge.

Objectives Related to Psychokinetic Aspect

Psychokinetic is a branch of science dealing with the combined study of reasoning (psyche) and movement (kinetics). The PE instructors and supervisors must develop their teaching skills by adopting the principles of psychokinetic. In PE, psychokinetic exercises modify students’ abilities and behaviours as quickly as possible, considered a necessary act to external stimuli (visual, sound and tactile) in the real situation or field [32]. Therefore, in applying the psychokinetic techniques in PE, the teacher must choose the most pragmatic approach to create students’ practical environments, enabling them to act accordingly and improve their response time.

Regular training and practice in PE will enhance students’ skills to implement them automatically during the game [33]. Therefore, psychokinetic exercises could increase the ability to understand the circumstances, learn to focus on important things, interpret or predict the situation, and solve problems without delay [34].

Although these abilities are real traits students have in their DNA, the hereditary traits can still be improved; hence, they must be trained regularly based on the right techniques [2]. The psychokinetic exercises must be programmed at the start of the session in the PE practical-based syllabus. Moreover, the session should start immediately after warm-up when students are not exhausted. Consequently, students will focus more during the entire exercise. The psychokinetic activities need less reasoning and exert less psychological stress; therefore, they are conducted while gearing up for the matches. Remarkably, these exercises can accelerate the speed and instant response, which can also be performed in the final training session before the match. Most importantly, the success of any psychokinetic activity depends on the relationship between the PE teacher and the student [35].

The PE teacher’s behaviour should be positive, whereby passionate behaviour is the main reason behind persistence. Hence, simple and easy tasks should be proposed in the form of challenges and games at the beginning. The tasks gradually represent the beginning of the path, which builds up the small daily accomplishments and produces new objectives. Moreover, no conclusion was suggested because men’s intellectual capacity is practically unlimited. Practical-based learning suggests that applying these practices can focus and modify students’ minds, significantly improving learning by involving students in activity-based games. Practical-based learning also highlights the significance of activity-based teaching in PE by including them in play and adopting learning [32].

PE learning also enhances students’ focus, particularly on the tactical aspects of the game, such as attacking or defensive strategies. Many techniques were also demonstrated to enhance the play and boost the players’ engagement, including feedback on the learning context, which further maintains the states through adjustment, adaptation, and learning [10]. Furthermore, physical games are known for variability, whereby the situation quickly changes, such as possession of the ball, opponents, and game situation exits. The quick changes in games demand the players develop a considerable degree of cognitive capabilities [36]. Additionally, the players should understand the game, act appropriately to identify the assigned tasks and choose a suitable solution for the situation. Barquero-Ruiz, et al. [37] mentioned that students must pay more attention, concentrate on the learning, and anticipate the simultaneous and sustained movements in the game.

Applying psychokinetic exercises is the didactic approach that enhances cognitive skills and increases coordination between students, instructors, and supervisors in their joint ventures. Moreover, Zhang, et al. [38] proposed that psycho-social factors are significant as the sole player is the object and the subject of the training process.

Objectives Related to Social-Emotional Aspect

Students must develop their cognitive and social behaviour through social and emotional learning, involving the essential skills, behaviours, and attitudes. The student’s success in their college and career life is embedded in learning the five primary social and emotional areas of expertise, considered the elements of success [39]. Developing these skills is also crucial for the child’s grooming and prosperity, enabling students to seek guidance, control and manage their emotions, and handle the problems appropriately. Moreover, the exemplar environment for developing these skills should be physically active. Specifically, the Collaborative for Academic, Social, and Emotional Learning (CASEL) recognised the five essential social and emotional learning skills: social awareness, relationship management, self-awareness, personal management, and sensible decision-making [40].

Young people could swiftly learn these personal and social skills through PE and participating in sports. The growing interest in PE prepares the young generation to meet life’s challenges. A global survey on PE reported that personal and social development is one of European PE programmers’ most important and widely discussed objectives. Moreover, many researchers stated that participating in sports develops personal and social traits [15], which is widely recognised as the primary objective of PE and sports.

PE and sports are also useful tools to develop students’ personal and social skills, including a sense of social and personal responsibility, teamwork, and other social obligations [41]. Furthermore, Shiver, et al. [42] stated that PE and sports are the most appropriate instruments for learning the skills applicable in all aspects of life. For instance, under the right educational principles, PE and sports students can learn how to mitigate the problem and learn practical communication skills re-performed in their routine [43].

Over time, several programs were developed to teach these skills in PE or sports. Hellison [44] proposed a Teaching Professional and Social Responsibility (TPSR) model, originally designed to reintegrate troubled youth into society. The model is currently applied in regular PE classes. Several other educational models that help develop personal and social skills through PE are cooperative learning in PE and sports education.

Objectives Related to Knowledge

Pangrazi and Beighle [45] described that PE aims to build a positive image and aids students in gaining knowledge about PE. The constantly growing importance of PE knowledge is addressed in a carefully planned curriculum whereby students can build a strong link between life experiences and knowledge [46]. The knowledge of balancing the energy deals with energy intake and consumption according to the body’s needs. Besides, the exercise principles involve maintaining the balance between the required physical activity and the exercise motives. Generally, these two types of knowledge integrate the theoretical understanding of students’ PE concepts and real-life PE activities. Iserbyt, et al. [47] and Tinning [48] stated that energy knowledge, balance knowledge, and physical activity behaviour positively correlate, suggesting the comprehensive physical literacy approach.

Students who are physically educated can demonstrate knowledge and skill and apply their proficient, cooperative skills and progressive principles to complex, fast-paced games, real-life work plans, and tackle adventurous challenges [49]. Conversely, uneducated students with no basic and advanced skills or adequate core strengths are not as suitable for valued participation in physical activities, regardless of their interest or vocal, enthusiastic, and skilled fellows [2]. Nevertheless, most students often pass the Physical Education Curriculum in the 21st century even by participating in loosely organised team activities. On the other hand, selecting physical activities solely for entertainment or promoting target questions the quality of PE [50].

Individuals may be guided to discover ways to deepen, extend, and apply knowledge in their lives authentically rather than solely learning or reproducing former performances [51]. Thus, providing students with access to skills (to participate competently) and a level of vigilance (for a deep and meaningful experience of the activity) extends the current PE characterisations and encouragement to explore new educational avenues for learners [50]. The primary objective of PE related to knowledge is to teach students and enable them to make decisions in challenging circumstances and keep high morale in different situations. Knowledge shapes the basis of behaviour, characteristics, literacy, qualifications, awareness, and understanding of nourishment of healthy active living and opportunities linked with physical recreation [52]. Four primary domains are associated with the knowledge:

• Physical fitness (cardiovascular, breathing, muscular strength and flexibility);
• Physical activity routine (direct measurement of daily activities);
• Psycho-social/intellectual capabilities (knowledge, behaviour, and feelings);
• Motor behaviour (proficiencies in necessary motor skills).

Corbin, et al. [53] summarised that PE knowledge constitutes the basis for public health, sport, recreation, and PE to improve public perceptions. Besides, PE knowledge builds the foundation of skills or social, behavioural, and cognitive skills related to the fitness students need to achieve life goals and sports for lifetime pleasure and success. Furthermore, PE knowledge also enables the students to learn about four significant mobility fields: balance, agility, speed, and coordination.

PE knowledge is a decisive factor that identifies students’ needs, their sports activities in various games, and their tendency towards recreational sports activities in different branches of the sport. Furthermore, students can develop their skills, such as cycling, swimming, jumping, running, and skipping in PE. Throwing and holding sports, such as tennis, table tennis, and hockey, are equipment-based and need specific tools for skill development. Therefore, PE curricula and programs must focus on the concept of knowledge. However, the main objective of PE is to create awareness about understanding PE to provide an insight into its precise nature.

3.2.2. The Standards for Selecting the Contents of Curricula

The content is a basic component of curricula closely related to objectives. The content is also termed educational content, educational subjects, curricula, or subject [54]. Additionally, the content is defined as the total educational activities and expertise selected and organised to achieve the expected objectives [55]. Meanwhile, standards are identified as national, state, or district level curriculum objectives that recognise students’ skills, knowledge, and behaviours that should be demonstrated. Similarly, the results are defined based on students’ expectations from engaging in each program [56]. If standards-based education is an attempt to clarify what instructors and supervisors strive to achieve, it is related to result-based education [57].

Generally, quality PE programmes are organised around content standards offering direction and continuity to instruction and evaluation. A quality program is driven by content standards [58] defined by various competencies that students should accomplish. Besides, standards are measurable for instructors, supervisors, and students to know when progress is made [59]. When selecting curriculum contents, the following standards should be considered: validity/effectiveness, self-sufficiency, significance, interest, learnability, utility, and consistency with social realities.

First, the curriculum content is valid if it advocates the product based on the learning outcomes/objectives. The authenticity of the subject matter/selected content is also related to ensuring that the topics are not obsolete. Therefore, a check and balance system on the curriculum content and flexibility of replacement/modification is also needed [60]. Second, the selection criterion aids learners in attaining self-reliance economically by giving them a chance to experience observing and performing the field study. Third, the content can be significant if it is selected and structured to develop learning activities, expertise, processes, and helpful attitude (for solving the problem of the state/country). Then, the curriculum content also develops three learning domains: affective/meaningful, cognitive, and psychomotor skills and considers the cultural aspect. Specifically, the curriculum content should be culturally sensitive [61].

This criterion must be true to develop the curriculum to be learner centred. Meanwhile, the meaningfulness of content and learners’ interests are connected. For instance, if the curriculum is subject-centred, teachers have no choice but to fulfil the tasks as per the schedule and teach bookish knowledge. Fourth, the situation explains the maximum failure rate in some subjects [61,62]. Fifth, the content should be based on the students’ learning ability and practicality. Finally, teachers must also apply theories on the learning psychology of the learners to understand the subject presentation, sequence, and organisation to maximise the learning capacity.

The sixth aspect concerns the usefulness of the content in solving present and future problems, crucial in skill or proceedings/physical activities. Therefore, knowledge is what learners can implement and have learned while practising activities. Seventh, consistency means that content should be selected because it must be related to the current social needs and political and economic situation. Hence, content must be acceptable to the culture and beliefs of the community for which it is being designed [63].

A standard-based content represents an immense paradigm shift for several instructors and supervisors currently serving in the field [45]. Previously, the choice of activity led to the design of the content and curricula written to include many activities in a PE program, focusing on students’ skill development. Hence, instructors and supervisors taught students the necessary skills to play volleyball, soccer, tennis, dance, or swim solely to play or perform the activity [10]. Activities were typically gender-oriented (wrestling for boys and dancing for girls) [64] or commonly played in a particular region (ice hockey in Minnesota PE programs). Accordingly, instructors and supervisors were competent performers in the sport or activity. Certain sports have always been considered a tradition; excluding them could be heresy (such as basketball). Only then new sports/activities might be included in the content. Otherwise, activities may be eliminated for multiple reasons (such as trampoline units being eliminated mainly because of obligations).

Standard-based content development starts with observing the standards, knowledge and skills identification, comprising students’ demonstration to meet these standards in PE [65]. Selecting a content model and activities causes students to desire outcomes as per standards. Thus, the content needs a careful selection of activities with adequate time for the task completion and the students’ expertise. For example, the entire standard-based programme showed fewer sports activities were selected, but instructional units tend to be extended longer. The situation reflects the principle “less is more” built on students’ competency in some activities. Additionally, students are trained with one activity but will apply that knowledge to other activities with similar characteristics [27].

A standards-based content is complex, requiring extra thought to develop and implement such content. Besides, defining clear goals for PE content and developing assessment criteria are the basic steps in setting standards-based content. Furthermore, PE programmes can be stimulating and provide challenging opportunities for students’ learning. Although certain persons are resistant to the standards movement, the movement is an opportunity to redesign PE curricula. Developing the curricula is a channel of educational renewal and the first step towards building a quality PE programme.

3.2.3. Types of Assessments in Physical Education

Assessment is a critical component of the teaching and learning cycle in PE [37]. Assessment can also measure accountability in PE, whereby students, parents, colleagues, and other society members are informed about the adequacy and competency of an education program or unit of work. Hence, assessment helps instructors and supervisors plan instruction as per students’ expected learning outcomes [66]. Furthermore, the assessment process is important for learner-centred education, which may provide a comprehensive student view. Finally, although assessment strategies can make learning more challenging, they can be joyful for the students and enhance their motivation level [67].

Assessment is a collection of evidence for the judgment of students’ work. Mainly, PE students obtain immediate feedback through active participation in the class. Through direct observation, results may be produced and delivered instantly due to immediate judgment. The problem is defining success, whereby most young participants concentrate on the product rather than process goals [68]. Intellectual adults must contribute to the assessment and evaluation process so that the students’ immediate feedback may put a positive perspective. Hence, assessment is the overall procedure aiming to obtain information and data that enable making judgements about the appropriateness of a given curriculum by analysing these data via tools and devices [69].

Chan, et al. [70] stated that the assessment impacts the teaching and learning process outcomes, often regarded as a backwash effect. Thus, the different types of assessment have different implications on the formation of the subjectivity of instructors and supervisors and students and the characteristics of the subject matter. The findings can be interpreted in didactics, highlighting the triangular relationship between instructors and supervisors, students, and subject matter. The didactic triangle also explains this relationship. Tolgfors [26] explained that the practical pedagogical approaches are based on “what works” in teaching techniques and practice; therefore, assessment is classified as a self-organised learning model. Assessment should also be integrated into the teaching and learning process as it requires modifying the teaching according to the students’ needs. Thus, assessment can be achieved by adopting different techniques to increase the students’ learning abilities through peer and self-assessment.

Diagnostic Assessment

The first type of assessment is AfL applied to students while preparing them to learn a new skill. Diagnostic assessment is a useful tool for teachers to learn what skills students already possess and where improvement is required. This assessment is not awarding grades on report cards.

All students carry their previous knowledge, skills, and experiences to school, relying on them while learning new knowledge. Therefore, teachers must know the students’ past capabilities, which is particularly beneficial for students from different cultures than their teachers. For instance, students from different segments of society possess various knowledge, skills, and experiences that allow gaining new knowledge and learn new things. Accordingly, teachers can plan effective teaching techniques, choose materials and contexts, and design the strategies which engage and enhance their learning if the students’ history is known. The focus on teaching and questioning teaching and learning depends on the students’ knowledge.

Summative Assessment

Summative assessment is the assessment of learning that summarises what has been learned and is often used for grading. Compared to formative assessment, the most crucial point is that the use of summative assessment must be more careful; otherwise, it could damage the learners’ performance, and instead of being a tool, it becomes a hurdle for instructors and supervisors or a burden for learners [71]. Summative assessment is used to “sum up” the achievement and is generally performed at the end of a formal course of study, such as at the end of semester examination in anatomy, which covers the entire cumulative course. The assessment emphasises the measurement of final achievement and usually the grading scheme, such as giving feedback to students.

Summative assessment is the assessment of learning, a summary of what was learnt and is often used for grading and reporting back scores. If a summative assessment is not used properly, the assessment has significantly less impact on the learner than a formative assessment. Therefore, summative assessment must be used to impact the learner—failing which, the value of performing becomes a burden rather than a tool [72]. The beginning of a summative assessment also allows the instructors and supervisors to develop the correct level of the contest for all learners in the group and enables learners to make improvements. Using summative assessment again at the end allows teachers and students to see how much progress has been made in their learning over time [73].

Another special feature of summative assessment is that the teacher can “see the skill” to be evaluated, and there is a connection of skills to real-life situations, which is a useful learning indicator. The assessment data can only be considered for grading if the teacher is certain of their accuracy and reliability. The data can also supplement summative skill tests and include charting the ability to play games. Collected data may also include shooting percentages in basketball, average scores in softball, serving percentages in volleyball, and daily archery scores. Additionally, students can easily be trained to record the information, connecting PE learning with real-life mathematics problems [74].

The last feature of authentic assessment is improving students’ skills and active participation with enthusiasm, enabling students to continue performing the task defined by the teacher even without supervision. Meanwhile, students must be supervised strictly for performance and participation [75].

3.3. Formative Assessment

The formative assessment is the “assessment as learning”, continuously used by a PE unit. The assessment aims to assess students’ learning progress throughout the unit [76]. This form of assessment aids instructors and supervisors in creating an inclusive program serving the needs of students in the unit. Formative assessment comprises all educational activities that provide information as feedback that could improve the teaching and learning activities to meet students’ needs [77]. Mainly, formative assessment helps improve learning, usually through feedback. Grob, et al. [78] mentioned that formative assessment serves in two ways: (1) for instructors and supervisors to evaluate and modify their teaching, and (2) for students to know and improve their learning progress. The focus is to apprise instructors and supervisors regarding students’ progress. Additionally, the ultimate purpose of formative testing is to provide useful feedback on student strengths and weaknesses concerning the learning objectives. Classic formative assessment occurs during the study course, whereby learners can understand what content is already mastered and what needs more studying (for the instructors, it needs more teaching).

Numerous studies confirmed formative assessment in PE as the best instruction tool and planning for instructors and supervisors [24,79]. For instance, van der Mars, et al. [80] investigated the effect of formative assessment on instructors’ and supervisors‘ instructions and students‘ learning. Observably, instructors and supervisors reported that better planning results in easier lesson management, allowing them to concentrate on guiding students towards achieving the expected goals of the lesson. Instructors and supervisors also reported increased motivation and energy levels due to the learning-task assessment framework. Moreover, a significant improvement in teaching standards, students’ learning, and assessment in their PE lessons were observed. Formative assessment in PE also enhances the quality of teaching and, thus, students’ learning [14,81]. Students’ performance in terms of skills was also improved [11].

Assessment enables the instructors and supervisors to know if students are learning and provide them with the necessary information to design future strategies for lessons to fulfil the objectives [61]. Moreover, assessment empowers teachers to analyse students’ performance over time and keep students informed of their learning progress to meet the national standards [82]. Hollis, et al. [83] reported that the assessment provides the necessary information to the instructors and supervisors, enabling them to make swift decisions about grouping and motivation for the ideal learning environment.

4. Future Research

Several research gaps were discovered in this systematic review. First, only eight papers on curriculum contents of group games in PE published in peer-reviewed journals in the last decade were reviewed. Thus, more research is needed to understand better the curriculum contents of PE in many learning institutions. Second, studies in the formal learning environment are far more common. Therefore, additional research highlighting experimenting with student learning in informal and non-formal settings is necessary.

Based on the previous discussion and the importance of curriculum contents of group games in PE, the following are the potential directions for further research:

Comparative surveys with a design focusing on different target groups, such as adult students or K-12 students, should be included.

Mixed-method evaluation models are encouraged to investigate how game designers could adjust game designs to accommodate various learning preferences and styles.

University instructors should be more active in aligning games with the curriculum, ensuring that games and simulations are used in a blended learning module (face-to-face, online content, and others) or even functioning as game masters, scaffolding virtual experiences for university students.

In order to achieve success in learning outcomes, the faculty should create games with multiplayer cooperation. Students should also be involved as co-designers to suit their requirements, offering novel ideas and alternative ways.

5. Limitations

Articles from a few databases were included in the studies chosen for this systematic review, limited to Google Scholar, Web of Science, and EBSCOhost. Although thorough literature searches were conducted within the identified databases, some relevant publications may be ignored throughout the review process. Furthermore, only peer-reviewed journal publications published in English during a specific period were included for analysis. Hence, the review may not be an accurate picture of the research on the curriculum content of group games in PE in the true meaning.

6. Conclusions

The systematic review compiled eight high-quality research publications on the curriculum content of group games in PE published in the last decade. The study analyses provided a picture of research on various topics, including significant study aims, methodology, and reported outcomes. Based on these analyses, the research gaps were identified, and areas for future research were suggested. The findings revealed that group games in PE are a rising research subject. Furthermore, the results revealed that using group games in PE had positive consequences in a variety of situations and circumstances, showing that using group games to help student learning is advantageous. Finally, more research, systematic reviews, and meta-analyses are needed to prove further the potential of group games in PE for schools, higher education, and beyond due to insufficient studies and systematic syntheses of current knowledge in PE curricula.