The Effectiveness of Student-Centered Learning Models in Volleyball Education: Evidence From a PRISMA-Based Systematic Review

DOI

10.2991/978-2-38476-591-1_25How to use a DOI?

Keywords

Student-centered learning; volleyball instruction; Teaching Games for Understanding; Cooperative Learning; Problem-Based Learning; physical education; sport pedagogy

Abstract

The adoption of student-centered pedagogical approaches has become increasingly important in physical education due to the growing demand for learning environments that foster critical thinking, collaboration, and active participation. This study systematically reviews the implementation and effectiveness of student-centered learning models in volleyball instruction, with particular emphasis on Teaching Games for Understanding (TGfU), Cooperative Learning (CL), and Problem-Based Learning (PBL). The review was conducted using the PRISMA 2020 framework to ensure methodological transparency and rigor. Relevant articles published between 2015 and 2025 were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases using predefined inclusion and exclusion criteria. The findings demonstrate that student-centered learning models consistently produce more favorable learning outcomes than conventional teacher-centered approaches across cognitive, affective, and psychomotor domains. TGfU was found to significantly enhance tactical awareness, game intelligence, and decision-making performance through contextualized gameplay activities. Cooperative Learning strengthened interpersonal communication, teamwork, social responsibility, and student engagement, while PBL improved analytical thinking, problem-solving capacity, and learner autonomy during volleyball practice and competition simulations. Several studies also reported increased motivation, participation rates, and self-confidence among students exposed to these pedagogical models. The review further reveals a global trend toward integrating innovative and constructivist-oriented instructional strategies in sport pedagogy, particularly in volleyball education where tactical understanding and collaborative interaction are essential components of performance development. Despite these advantages, implementation challenges remain evident, including inadequate teacher pedagogical competence, limited instructional time, insufficient institutional support, and restricted access to learning resources and technology. These barriers may reduce the consistency and sustainability of student-centered instruction in physical education settings. In conclusion, student-centered learning approaches provide a comprehensive pedagogical framework for enhancing volleyball instruction and promoting 21st-century competencies. The integration of TGfU, Cooperative Learning, and PBL is strongly recommended to support holistic student development, improve tactical and technical performance, and create more meaningful learning experiences in physical education. This review contributes theoretically and practically to the advancement of sport pedagogy research and offers evidence-based recommendations for educators, curriculum developers, and policymakers seeking to modernize volleyball learning practices.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dewi Endriani
PY  - 2026
DA  - 2026/06/24
TI  - The Effectiveness of Student-Centered Learning Models in Volleyball Education: Evidence From a PRISMA-Based Systematic Review
BT  - Proceedings of the 2nd International Conference of Sport Science, Sport Coaching Science, and Physical Education, and Recreation 2025 (ICOSSCOPER 2025)
PB  - Atlantis Press
SP  - 255
EP  - 267
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-591-1_25
DO  - 10.2991/978-2-38476-591-1_25
ID  - Endriani2026
ER  -