Pedagogical Strategies, Motivation, and Inclusion in School Physical Education

A Systematic Review (2020–2025)

Abstract

The objective of this article is to analyze the recent scientific production on pedagogical strategies, motivational factors and inclusion in school Physical Education, through a systematic review of the literature published between 2020 and 2025. Methodologically, a qualitative documentary approach was adopted, following the guidelines of the PRISMA protocol for the identification, selection and analysis of studies. The search was carried out in academic databases based on descriptors related to Physical Education, inclusion, motivation and pedagogical strategies. As a result, twenty articles were selected that made up the corpus of analysis, which were examined using the thematic content analysis technique. The results allowed the identification of four main categories: Physical Education as a tool for inclusion, pedagogical and didactic strategies, socio-emotional development and well-being, and teacher training along with barriers to inclusion. It was evidenced that Physical Education favors participation, social interaction, and equity, especially when active, creative, and contextualized methodologies are implemented. Likewise, it was identified that socio-emotional factors, such as motivation and self-concept, have a direct impact on student participation and learning. In conclusion, Physical Education is consolidated as a key pedagogical space for comprehensive training, in which physical, emotional, and social dimensions converge. However, challenges related to teacher training and institutional conditions persist, which raises the need to strengthen inclusive pedagogical practices and continue developing research in this field.